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    Journal of Social Issues & Humanities, Volume 2, Issue 10, October 2014ISSN 2345-2633

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    The Role of Audio visual Aids on Speaking Rateof Iranian EFL Learners

    Fatemeh Baradaran Torabi, Ali Poordaryaie Nejad

    AbstractIn recent years, emphasis on the use of technology and the integration of it in the curriculum has obtained a great importance.

    Particularly, because of the increasing emphasis on communicative techniques, the use of video as an audio-visual material in foreign

    language teaching classrooms has grown rapidly. This study investigated the role of audiovisual aids on university students' improvement

    in speaking English as a foreign language (EFL). Sixty students in Bandarlengeh University were selected. A sample test was administered

    to sixty English language learners in Bandarlenge University. Then, forty participants who scored one standard deviation above and below

    the mean were selected as homogenous language learners and based on random judgment sampling 40 participants who divided into

    experimental and control groups (20 and 20 respectively) were selected. During the experiment, experimental group had exposure to

    audiovisual aids while the control group was exposed to traditional aids (textbooks). Results of T- test analysis show a significant

    difference between audiovisual aids users and traditional users.

    Index TermsEfl Learners, Meaningful Learning, Technique, Method, Multimedia.

    1 INTRODUCTION

    ANGUAGE learning is an unintelligible process: in thisprocess, language teachers cannot be separated from thetechnology, which is the application of scientific

    knowledge to practical tasks by organizations that involvepeople and machines. It is a well-known fact that audio-visualmaterials are a great help in stimulating and facilitating thelearning of a foreign language. Wright (1976) believes that ifaudiovisual materials are used at the right time, in the rightplace, they have positive contributions and effects to languagelearning. That is to say, many styles of visual presentation areeffective and profitable to the language learner. In the processof language learning and teaching, the student use both hiseyes and ears, but his eyes has the more impact in learning.According to River(1981) perceiving of another culturethrough successor contact with speakers of the language, byboth audio and visual means clearly contribute to. Based onCanning- Wilson (2000) the students like learning languagethrough the use of video, which is often quite different thingsin language teaching. It is a fact that most students who havetaken English courses formally remain insufficient in the abil-ity to use the language and to understand its use, in normalcommunication, whether in the spoken or the written mode.The problem arises not from the methodology itself but fromthe misuse or incomplete use of it. That is to say, teachers stillevaluate student performance according to the sentence struc-

    ture and situational settings. In fact, teachers should pay moreattention to the communicative acts rather than to the sentencestructure and situational settings. Hemei(1997) mentions thatstudents like video presentations because of being interesting,challenging and stimulating to watch. Video shows themculture of people whose language they are learning. By illus-trating relationship in a way that is not possible with words,video makes meaning clearer. According to a study, language

    teachers like video because it motivates learners, contextual-izes language naturally, enables learners to experience authentic language in a controlled environment and brings the realworld into the classroom.

    2STATEMENT OF PROBLEM

    With many ups and downs, however, at present teaching English in public schools is stabilized with four hours a week at

    junior high school, a 6 unit credit course at high school, and anadditional four unit credit course at the one year pre-university level.All assessment tools are of achievement type with the conten

    matching the content of the textbooks. At the junior highschool level, oral and written skills are treated as different sub-

    jects and two separate scores are reported on a scale of 20. Theoral exam includes memorization of dialogs presented in thebook, reading aloud of the text to assess pronunciation andintonation, and short conversations in the form of questionand answer based on the grammatical and functional pointstaught in class. The written exam consists of sections onspelling, vocabulary, grammar, and reading comprehension(Farhadi, 2010)According to the advocates of Communicative LanguageTeaching (CLT), it is generally accepted that there is a need todistinguish between knowing various grammatical rules and

    being able to use the rules effectively and appropriately whencommunicating. (Dahmardeh, 2009) Dornyeis work (2001p.63) suggested that most curricular topics are selected pri-marily on the basis of what society believes students need tolearn, rather than on the basis of students actual need.Given that the vast majority of language exams and tests inIran fail to assess real communicative language content, teaching communicative skills becomes or remains a neglectedcomponent in many foreign language classrooms. This, ac-cording to Dahmardehs findings (2006), is the way that Eng-lish is taught in Iran. Consequently, students lack of successin communicating in English after studying it for seven years

    L

    Department of English Language Teaching, Bandar Abbas Branch, IslamicAzad University, Bandar Abbas, Iran

    Hormozgan University, Iran

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    (three years in middle school and four years in secondaryschool) is the result.

    3 PURPOSE OF THE STUDY

    The present study aimed to promote the speaking rate of Eng-lish in Iranian EFL university learners through the using of

    audiovisual materials majoring in English language teachingin Bandar Lengeh, and to amend the level of educationalbooks used in Iran universities by using of audiovisual mate-rials (video, film). To this end, the following research ques-tions were addressed:1. Do audiovisual aids can promote the speaking rate of Irani-an EFL university learners?2. Are the reading based books effective in promoting thespeaking fluency of Iranian EFL learners?

    4 LIMITATION AND DELIMITATION OF THE STUDY

    This study is about the role of audiovisual materials on speak-

    ing rate of English by university students whose first languageis Farsi. Participation in this study is delimitated to EFL stu-dents who are studying English Language Teaching in AzadUniversity of Bandarlengeh. This study only research Fourth-and Fifth- semester students. The study has been done amongfemale students whose age level is between 20 -25 years old.So, the male students are not taken part in this study.The other limitation relates to the instruments to be used.

    Two homogenous types of speaking tests of IELTS and notother tests have been chosen as pretest and posttest.

    5 REVIEW OF THE LITERATURE

    It is believed that most of the methods developed over thecenturies have been still in use in various countries. It includesbuilding of different sentence types, word order, compoundsentences, word classes etc., and teachers continue to usegrammar translation method through course books.( Hosseini,2007)Even students at the university lack the necessary skills to useEnglish communicatively. Firstly, there is imbalance betweenteaching of speaking, listening, reading, and writing. Some-times, writing exercises simply mean practicing grammaticalstructures instead of, for example, writing a diary or a letter toa friend. Even those grammatical instructions lack communi-cative goals, though all the rules are taught in students nativelanguage. Secondly, course books lack any audio-visual facili-ties to encourage communicative activities outside the class.Also, course books do not promote grammar consciousness-raising tasks. (Moradkhan & Sohrabiyan, 2009)Course books barely fulfill students and teachers needs. Theydo not allow teachers to be creative in the class. Therefore,teachers do not rely firmly on their knowledge and perfor-mance. There is little motivation for innovation in teachingand the effort is to relay information or referring directly tothe answers. (Ghorbani, 2009)(Tomlinson, 2008; Hutchinson & Torres, 1994) argue againstthe efficiency of textbooks and inappropriateness of their or-

    ganizations and contents. Sheldon (1988), for example, believes that textbooks are usually the product of textbook de-velopers and publishers desire to increase the number of theirpublications and suffer from serious theoretical problems, de-sign flaws, and practical shortcomings. Allwright (1981) alsobelieves that textbooks cannot meet the vast and changingneeds of learners and classes around the world. Even more

    recently Tomlinson (2008) has argued that textbooks are re-sponsible for the failure of most of the learners to developcommunicative skills by focusing on linguistic items ratherthan opportunities for acquisition and learning.After having stated the many problems language teaching insome parts of the worlds is faced with (lack of trained teach-ers, lack of adequate teaching material, uncritical adoption ocertain teaching methods) his contention is that technologycan play an important role in the process of teaching the peo-ples of this world the linguistic and cultural means of inter-comprehensibility, if only those who deploy the forces oftechnology get their bearings right.( Jung, 1990)Graddol: (1997:16) states that technology lies at the heart of

    the globalization process; affecting education work and culture. The use of English language has increased rapidly after1960. At present the role and status of English is that it is thelanguage of social context, political, sociocultural, businesseducation, industries, media, library, communication acrossborders, and key subject in curriculum and language of im-parting education.In the mid-1960s, three new technological aids came into

    general use in the classroom-language laboratory, portabletape-recorder and film strip projector. All these were greetedwith euphoria in all modern language departments. Extensiveuse of tapes and equipment was revolutionary for languageteachers. The potential offered to language teaching by tape

    recorder was enormous - now possible to bring native speak-ing voices into classroom. Editing and self- recording facilitieswere now available (cited in Mirhassani, 2003).Audiovisual approach marked the start of the technologica

    age in language teaching and it did introduce important newelement and emphasized the need for visual presentation andpossibility of eliciting language from visual cues. It placedmore weight on the use of foreign language in classroom byboth teacher and pupil, and the language used was of greaterpracticality. More gifted teachers used new courses with greatsuccess moved forward to open -- ended question and answer work and extended dialog, designed their own supplementary materials, exercises and worksheets (cited in Barani

    Mazandarani & Seyyedrezaie,2010)Its proved that multimedia technology plays a positive role inpromoting activities and initiatives of student and teachingeffect in English class. Technological innovations have gonehand in hand with the growth of English and are changingthe way in which we communicate. And as a result if we ne-glect or ignore technological developments they will continueand perhaps we will never be able to catch up, irrespective ofour discipline or branch. For this reason it is important forlanguage teachers to be aware of the latest and best equipmentand to have a full knowledge of what is available in any given

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    situation. Teachers can use Multimedia Technology to givemore colorful, stimulating lectures (new Horizons)According to cognitive psychology, learners can receive in-formation through five senses. (Tryhong, 1987) proves that thefive senses play an effective role in getting informationthrough experiments: 83% information is obtained visually,and 11% is obtained auditorally. Other information is through

    olfactory organ (3.5%tactile organ (1.5%), and taste organ(1%).Multimedia applied in the language class can offer mul-tiple ways to convey the information, including the visual andauditory access.As Zhang (2006:11.1)points out through Multimedia and net-work technology we can offer students not only rich, sourcesof authentic learning materials, but also an attractive and afriendly interface, vivid pictures and pleasant sounds, whichto a large extent overcomes the lack of authentic language en-vironment and arouses students' interest in learning English.Media help us to motivate students by bringing a slice of reallife into the classroom and by presenting language in its morecomplete communicative context. Media can also provide a

    density of information and richness of cultural input not oth-erwise possible in the classroom, they can help students' pro-cess information and free the teacher from excessive explana-tion, and they can provide contextualization and a solid pointof departure for classroom activities (cited in Barani, Ma-zandarani & Seyyedrezaie,2010)Audio-visual materials provide students with content, mean-ing, and guidance. They thus create a contextualized situationwithin which language items are presented and practiced.Celce-Murcia (2002).

    6 METHDOLOGY

    6.1 Design of the studyThis study tried to analyze the role of audiovisual materials onspeaking fluency of Iranian EFL learners. The research wasdesigned so that it would provide answers to the followingquestion:Do audiovisual materials can promote the speaking rate ofIranian EFL university learners?So the research question deals with the relationship betweentwo variables that is audiovisual aids and speaking rate.The study designed a video based project. This study was apre- test/ post- test experimental/ control group design. Us-ing Mann- Whitney test, two main types of data analysis wereused: (a) descriptive statistics, (b) paired and independent

    sample t-tests was run to find if there were any significantdifferences between the results of the experimental and con-trol groups in the speaking test.

    6.2 Participants

    The participants of this study were initially 60 Iranian EFL learn-ers including just females out of whom 40 participants were se-lected to carry the research with. They were studying EnglishLanguage Teaching in Azad University of Bandarlengeh. Theparticipants were studying in fourth- fifth semesters. The age ofthe respondents ranged from 20- 25 years old. So the male stu-

    dents are not taken part in this study. The participants were se-lected based on a pretest as the sample of this study.

    6.3 Instruments and Materials

    In order to determine the role of audiovisual aids on speakingfluency of EFL learners, four instruments were used in thisstudy. In order to check the homogeneity of the two groups

    the researcher asked the subjects to take an IBT TOEFL Test inthe first session. The test consisted of 49 items to which thelearners had to answer in 56 minutes. This test divided intofour sessions: these are: Reading, Writing, Speaking and Lis-tening.The second instrument was a sample speaking tests of IELTS(a speaking test which was scored out of 30) which was usedas a pre- test. The third instrument which was used as a posttest was another sample speaking proficiency test of IELTS. Inorder to score the interviews, a checklist developed by Askary(2006) was used . The validity of checklist had been verified byhim using a pilot study. Regarding the checklist it should bementioned that it scores each speaking test out of 30. Moreo-

    ver, it included six scales, including fluency, comprehension,communication, vocabulary, structure and accent. Each scaleincorporates five levels (5 points). It should also be mentionedthat, to develop the speaking proficiency assessment checklist,various sample checklists including Hughes (2003), Heaton(1990), and Underhill (1987) were reviewed and closely evalu-ated by Askary (2006).Regarding the materials that were used, it should be men-tioned that three English video films were used.

    6.4 Data collection procedure

    This research was conducted based on pre-test and post- test de-sign. The first step to take, before the participants were selected

    was, an IBT TOEFL Test consisting of 49 items was given to thesubjects in the very first session. To do so, the tests were given toa group of 60 initial EFL learners including just females. Whenthe scores of the tests were obtained, the average mean of thescores were calculated and 40 participants who scored one stand-ard deviation above and below the mean were selected as homogeneous language learners and divided into two groups as groupone ( n= 20 ) and group two (n= 20) based on random judgmensampling.Regarding the speaking test, it should be mentioned that eachinterview was scored out of 30 according to the speaking proficiency scale which includes six scales of fluency, comprehensioncommunication, vocabulary, structure, and accent and each scale

    incorporated five levels (5 points).More importantly, in order to increase the reliability of the speaking scores, rating activities were carried out first by the researcherherself and then by an inter- rater and later the mean score ofspeaking pre-post tests for every participant was calculated.Throughout the experiment which lasted for two months (3 timesa week), the researcher provided group one with the English vid-eo films exposure to work on in- and out- side the classroom withresearcher monitoring. On the contrary, group two was providedwith non- videos program (active book 2) to work on in and out-side the classroom with researcher monitoring.During the experiment and for each interval between every two

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    sessions, group one was asked to watch and listen to two epi- sodes of the already selected film outside the classroom and writedown the summary of whatever which was viewed and dis-cussed later inside the classroom. As the matter of fact, this wasonly done to make sure that group one had at least the same min-imum amount of exposure to audiovisual aids and group twohad at least the same minimum amount of exposure to non- vid-eo programs outside the classroom. Group one were gone to a

    laboratory which was equipped with a computer in order towatch an English video film while the other group, group twowere gone to an ordinary classroom which was just equippedwith a whiteboard in order to be taught in traditional teachingmethod. To do so, the teacher (researcher) was write some kindsof questions about the main subject of the specific lesson of thatsession on the board and asked the students to answer to them.After reading the passage for the first time by the teacher, thenwhile asking the students to read it paragraph by paragraph, andexplaining about the main idea of which and writing some kindsof synonyms of the new words on the board, the researcher askedthe students to mention their ideas about that special paragraph.And then the next paragraph was read by another student to the

    end of the passage. Then I would ask them to answer to somekinds of questions of the previous page written and orally aboutthe passage. For their homework, I asked them to answer to thefollowing questions about that passage. And they should for thenext session, using a dictionary of synonyms and antonyms, look-

    ing for and write the synonyms of the new words of the next les-son and take to the classroom.After two months of exposure ( three sessions weekly and eachsession lasts 90 minutes ), all the participants took a same samplespeaking proficiency test of IELTS as a post- test to check if therewas any change in their speaking fluency.

    6.5 Data analysis

    Participants took part in a pre- test. Then the treatment didon the experimental group. Then post- test was taken from allof the experimental and control groups. An independent sam-ple t- test was run to find if there were any significant differ-ences between the results of the experimental and controgroups in the speaking test. The analysis of covariance wasused to show if there were any significant difference betweenaudiovisual aid users and non- audiovisual users.

    Data was analyzed through computer program Mann-Whitney. Paired t- test was applied to compare the achieve-ments of the experimental and control groups. For analysis of

    covariance and independent sample t- tests, the .05 level ofstatistical significance was selected.

    7 DESCRIPTIVE RESULTS AND CONCLUSION

    TABLE1DESCRIPTIVE STATISTICS

    N Minimum Maximum Mean Std. Deviation

    Statistic Statistic Statistic Statistic Std. Error Statistic

    Posttest Audio-visual Research-er

    20 10.00 27.00 17.2000 1.05282 4.70834

    Pretest Audio-visual Research-er

    20 8.00 24.00 14.2500 .94277 4.21620

    Pretest Audio-visual Research-er colleague

    20 7.00 24.00 14.3500 .94109 4.20870

    posttest Tradi-tional Research-er

    20 9.00 23.00 15.5000 .92765 4.14856

    pretest Tradi-tional Research-er

    20 9.00 22.00 14.8000 .89030 3.98154

    pretest Tradi-tional Research-er colleague

    20 8.00 23.00 14.5500 .93885 4.19868

    Valid N (list-wise)

    20

    As we see, the mean score in pre- test (audiovisual users) which isscored by the researcher is 14. 25, the minimum and maximumscores of the subjects in this group is 8.00 and 24.00 respectively.Whereas, the mean scores in post- test (audiovisual users) are17.20, the minimum and maximum score of the subjects in thistime is 10.00 and 27.00 respectively. So this advancement in their

    scores in post- test shows the success of the students in audiovis-ual approach.According to this table, the students average score in pre- test(traditional users) which is determined by the researcher is 14.80the minimum and maximum score of the participants in thisgroup is 9.00 and 22.00 respectively, however, the mean score in

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    post test (traditional users) is 15.50, the minimum and maxi-mum scores of the students in this group is 9.00 and 23.00 respec-tively. So we can see that there is not so difference between pre

    post- test mean scores in the traditional users group.

    TABLE2THE RESEARCHER AND HER COLLEAGUEANALYSIS OF TWO GROUPS IN PRE-TEST

    Descriptive Statistics

    N Mean Std. Deviation Minimum Maximum

    Test 40 17.20 4.637 9 27Groups 40 1.5000 .50637 1.00 2.00

    MANN-WHITNEY TEST,TEST STATISTICS B

    Test

    Mann-Whitney U 198.000

    Wilcoxon W 408.000

    Z

    -.054

    Asymp. Sig. (2-tailed) .957

    Exact Sig. [2*(1-tailed Sig.)] .968a

    a. Not corrected for ties.

    b. Grouping Variable: groups

    Analysis of calculated t- test provides us with the judgmentwhich allows us to accept or reject the null hypothesis of thepresent study.

    Different t- tests were calculated to compare the means ofthe two groups on different tests. First, the means of the twogroups on speaking test (pre-test) given to the students at thebeginning of the program was compared and the t-test

    showed no significant difference and confirmed their homo-geneity. Then, to check the null hypothesis, the means of thetwo groups on speaking test (post-test) at the end of the coursewere also compared. According to the results taken by MannWhitney, the results of pre- test scores determined by both theresearcher and her colleague have not meaningful differences

    TABLE3THE COMPARISON BETWEEN PRE POST TEST SCORES IN EXPERIMENTAL GROUP

    Descriptive Statistics

    N Mean Std. Deviation Minimum Maximum

    Test 40 15.73 4.657 8 27groups 40 2.0000 1.01274 1.00 3.00

    TEST STATISTICS

    Test

    Mann-Whitney U 126.500

    Wilcoxon W 336.500

    Z

    -1.997

    Asymp. Sig. (2-tailed) .046

    Exact Sig. [2*(1-tailed Sig.)] .046a

    a. Not corrected for ties.

    b. Grouping Variable: groups

    According to this table, level of significance for this study ismeaningful. So, we can conclude that the audiovisual users or

    on the other hand experimental group outperformed those incontrol group.

    TABLE4THE COMPARISON BETWEEN PRE POST TEST SCORES IN CONTROL GROUP

    Descriptive Statistics

    N Mean Std. Deviation Minimum Maximum

    test 40 15.15 4.029 9 23groups 40 6.0000 1.01274 5.00 7.00

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    Test Statisticsbb

    Test

    Mann-Whitney U 179.500

    Wilcoxon W 389.500

    Z -.557

    Asymp. Sig. (2-tailed)

    .578

    Exact Sig. [2*(1-tailed Sig.)] .583aa. Not corrected for ties.b. Grouping Variable: groups

    As we see in this table, level of significance in pre post -testtraditional group is not meaningful. As a conclusion the read-ing based books or on the other hand the traditional users arethe loser of this study.

    To answer question 1. Ho 1: "Audiovisual materials cannotpromote the English speaking rate in Iranian EFL universitylearners" was tested. An independent sample t- test was run tofind if there were any significant differences between the re-sults of the experimental and control groups in the speaking

    test. The results showed that there was a significant differencebetween the results of experimental and control group.

    To answer question 2, Ho 2. "The reading- based books areeffective in promoting the speaking fluency of Iranian EFLlearners" was tested using t- test. Result of the analysis reject-ed the hypothesis indicating that the reading- based books areeffective in order to improve the English speaking rate andfluency of students. There was not a significant difference be-tween the mean score of participants in pre post -test.

    8 CONCLUSION

    According to Wright (1976:1) many media and many styles of

    visual presentation are useful to the language learner. That isto say, all audio-visual materials have positive contributions tolanguage learning as long as they are used at the right time, inthe right place. As Canning-Wilson (2000) describes video, atthe most basic level of instruction, is a form of communicationand it can be achieved without the help of language, since weoften interact by gesture, eye contact and facial expression toconvey meaning. A lot of research related to the present studyconsiders the use of technology and interaction in ESL contextto enhance language learning (Adams, Morrison, & Reedy,1968; Decker, 1976; Keller, 1987; Clark & Sugrue, 1991; Phil-lips, 1998; Hubbard, 1998; Clifford, 1998; Egan, 1999; Pember-ton et al, 2004). Methodologically speaking, watching videofilms should be different from passive television viewing. So,the teacher should encourage the learners to watch the filmsactively, by using the supplementary materials, such as work-sheets prepared by him or supplied with the films. When usedappropriately, video is quite beneficial for learners and teach-ers as long as they are considered only as mere entertainment,but carefully chosen films can be a useful and extremely moti-vational teaching tool for both practicing listening skills andstimulating speaking and writing (Katchen, 2002).

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