The Effect of Audio-Visual Materials on Iranian Second Grade High School Students’ Language Achievement
International Journal of Language and Linguistics
Volume 3, Issue 2, March 2015, Pages: 69-75
Received: Feb. 21, 2015;
Accepted: Mar. 17, 2015;
Published: Mar. 21, 2015
Views 3462 Downloads 463
Fatemeh Asadi, Department of English Language, Sari Branch, Islamic Azad University, Sari, Iran
Shaban Berimani, Department of English Language, Sari Branch, Islamic Azad University, Sari, Iran
The present study investigated the effect of audio -visual materials on Iranian second grade high school students’ language achievement. The participants were 80 Iranian female students with the age of 15-16 that were selected from high schools in Savadkooh, north of Iran. The administration of the OPT test and taking the result a homogeneous group of 60 was formed and 20 participants were excluded from the study. Participants were randomly selected into two homogeneous groups each consisting of 30students. Both of the groups were taught the same materials. The control group received the traditional treatment without the audio-visual materials while the experimental group received the audio-visual materials treatment. Before starting the treatment two similar tests based on high school English text book 2 were prepared by the researcher as the pretest/posttest to find out students language achievement at the beginning and at the end of the study. Analysis of this study and the results in the posttest showed significant differences between the two groups. Also participants in experimental group received and answered the pre-test and post-test motivation questionnaire to find out the effect of audio-visual materials on improving students' motivation. The results indicated that the students in the experimental group performed better than the students in the control group in their language achievement. So, it was concluded that the role of audio-visual materials in teaching high school English textbook2 to students led to a higher level of improvement in students' motivation and language achievement.
The Effect of Audio-Visual Materials on Iranian Second Grade High School Students’ Language Achievement, International Journal of Language and Linguistics.
Vol. 3, No. 2,
2015, pp. 69-75.
Bachman, L. F, & Palmer, A. S. (1996). Language testing in practice. Oxford: Oxford University Press.
Bernaus, M. & Gardner, R.C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. The Modern Language Journal, 92(3), 387–401.
Clement, R., Dornyei, Z., & Noels, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign-language classroom. Journal of Language Learning, 44(3), 417-448. doi: 10, 1111/j. 1540-4781. 2008. 00753.x
De Bot, K., Lowie, W., & Verspoor, M. (2005). Second language acquisition: An advanced resource book. London: Routledge.
Dehghani., A. , & Jowkar., M. (2012). The Impact of Computer-Video Projector on EFL Learners' Learning Listening Comprehension. Academic Research International,3(1), 14-26.
Erfani, M., Iranmehr, A., & Davari, H. (2011). Deepening ESP reading comprehension through visualization. Journal of Language Teaching and Research, 2(1), 270-273.
Freeman, D. L. (2000). Techniques and principles in language teaching. New York: Oxford University Press.
Gardner, R.C. (1983). Learning another language: A true Social Psychological Experiment. Journal of Language and Social Psychology, 2, 219-239.
Gardner, R.C. (1985). The Role of Attitudes and Motivation. London: Edward.
Gardner, R.C. (1985). Social Psychology in Second Language Learning. Edward Arnold Ltd, London, Great Britain.
Gredler, M. E. (2001). Learning and instruction: Theory into practice (4thed.). Prentice-Hall, Inc., Upper Saddle River, New Jersey.
Gruba, P. (1997). The use of video media in listening assessment. System, 25(3), 335-345.
Hamidi, H., & Montazeri, M. (2014). Dictionary of second language acquisition. Retrieved March 10, 2015, from http://www.iranelt.com/index.php/introduction-to-sla.
Hemei, J. (1997), Teaching with Video in an English Class, Journal of English Teaching Forum, 35(2), 45-47.
Ismaili, M. (2013). The effectiveness of using movies in the EFL classroom: A study at South East European University. Academic Journal of Interdisciplinary Studies, 2(4), 121-132.
Jafarpour, A. (1992). A course in language testing. Payam Noor University press.
Maftoon, P., Sarem, S. N., & Hamidi, H. (2012). A closer look at different aspects of language teaching/learning and learner identity. Theory and Practice in Language Studies, 2 (6), 1160-1167.
Mayer, R. E. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13, 125–139.
Miller, J. (2009). Teacher identity. In A. Burns &J. C. Richards (Eds.), Second language teacher education (pp. 172-181). New York: Cambridge University Press.
Mutar, S. S. (2009). The effect of using technical audio-visual aids on learning technical English language at technical institute. Misan Journal of Academic Studies, 8(15), 1-12.
Naraghizadeh, M., & Barimani, S. (2013). The effect of Call on the Vocabulary Learning of Iranian EFL Learners. Journal of Academic and Applied Studies, 3 (8), 1-12
Nunan, David. (1999). Second language learning and teaching. Boston.
Potosi, A., Jhoana, L., Loaiza, G., Andres, E., Garcia, L., & Catalina, A.(2009).Using video materials as a teaching strategy for listening comprehension. Universidad Tecnológica dePereira.
Richards, J. C., & Rodgers, T. S. (1986). Approaches and methods in language teaching. New York: Cambridge University Press.
Safarali, k. S. & Hamidi, H. (2012). The impact of videos presenting speakers' gestures and facial clues on Iranian EFL learners' listening comprehension. International Journal of Applied Linguistics & English Literature, 1(6), 106-114. doi:10.7575/ijalel.v.1n.6p.106.