AUDIO-VISUAL AIDS PLAY CRUCIAL ROLE IN

EDUCATION

By
Hira Farooq
Roll No. BM603944

Submitted in partial fulfillment of the requirements for

B.ED (1.5) program in Teacher education at department of early childhood education and
elementary teacher education.

FACULTY OF EDUCATION
ALLAMA IQBAL OPEN UNIVERSITY
December 2018
 Faculty of Education
Allama Iqbal Open University, Islamabad

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The research titled Audio-visual Aids play crucial role in Education proposed and
submitted by Hira farooq Roll No. BM603944 in partial fulfillment of the
requirements for degree of B.ED (1.5year).

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 Declaration

I declare that the Dissertation titled “Audio-visual Aids play crucial role in Language

Teaching in Education” is submitted to Allama Iqbal Open University. This paper is the

result of my personal investigation; it has not been presented and submitted wholly or in

part for any other degree. To the best of my knowledge and belief, the thesis contains no

material previously published or written by another person except where due reference is

made.

Name of the candidate:

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 ABSTRACT

In the era of modern education, a new dimension has been added in the existing methods

and techniques. With the development of technology, new innovations are being brought

up in language teaching. Nowadays, teachers are using different audio-visual aids to

facilitate the teaching process. Along with text books, language teachers are likely to use

related pictures, audio clips, videos, power point slides, posters and so on in language

classrooms. The purpose of this study is to investigate the benefits that the teachers as

well as the learners get in using audio-visual aids in teaching English language. A

qualitative method has been followed to collect the data of this research. It has been

found that the use of audio-visual aids assists both the teacher and the learners in teaching

and learning language skills. This research provides guidelines for the novice teachers on

effective use of audio-visuals aids in language teaching.

Acknowledgment

I express my gratefulness from the bottom of my heart to almighty Allah, whose mercy

has enabled me to complete this research. I am heartily grateful to my supervisor Dr.

Sayeedur Rahman who has provided me guidance with his effective feedback and

inspiration throughout the work.

Finally, I would like to thank all the participants who have helped me to collect data for

this research and contributed directly or indirectly in any respect during the completion of

this research.
 Table of Contents
Keywords

Abstract ……………………………………………………………………………………….

Declaration…………………………………………………………………………………….

Acknowledgement ……………………………………………………………………………

Table of Content ………………………………………………………………………………

CHAPTER 1: INTRODUCTION ………………………………………………………….

1.1 Background and Context ..................................................................................................................................

1.2 Purposes

1.3 Significance of the study …………………………………………………………………..

1.4 Scope and Definition ………………………………………………………………………

1.5 Research Outline ……………………………………………………………………………

CHAPTER 2: LITERATURE REVIEW…………………………………………………...

2.1Theoretical and methodological aspects of using audio-visual aids in language teaching…

2.1.1 Audio-visual aids in CLT…………………………………………………………………

2.1.2 Use of visual aids in the Direct Method………………………………………………...

2.1.3 The Silent way and use of visual aids ………………………………………………......

2.1.4 Suggestopedia and audio-visual materials in language teaching…………………..........

2.2 Use of audio-visual aids in EFL classroom……………………………………………….

2.3 Use of technology in language teaching…………………………………………………..

2.4 PowerPoint as a visual material ……………………………………………………….…

2.5 PowerPoint to facilitate presentation skill …………………………………………….…

2.6 Using video as audio-visual aids …………………………………………………….....

2.7 Using picture in EFL classroom…………………………………………………………

2.8 Using songs in teaching language……………………………………………………….

2.9 Songs in Designing Activity………………………………………………………….…

2.10 Audio-visual aids in making the class dynamic …………………………………….…

2.11 Language laboratory in teaching language ……………………………………………

2.12 Benefits of using visual aids in teaching reading………………………………………

2.13 Usefulness of visual aids in teaching speaking…………………………………………

2.14 Visual aids in facilitating writing………………………………………………………

2.15 Use of audio and video in teaching listening………………………………………......

2.16 Planning for teaching listening…………………………………………………………

2.17 Teaching vocabulary through visual aids……………………………………………….

2.18 Challenges of using audio visual materials in class………………………………........

2.19 Summary and Implication ……………………………………………………………..

CHAPTER 3: RESEARCH DESIGN………………………………………………….....

3.1 Research Methods………………………………………………………………………..

3.2 Research Questions……………………………………………………………………....

3.3 Participants……………………………………………………………………………..

3.4 Instruments……………………………………………………………………………..

3.5 Procedure and Timeline ………………………………………………………………..

3.6 Analyses ………………………………………………………………………………...

3.7 Limitations……………………………………………………………………………...

CHAPTER4: FINDINGS AND DATA ANALYSIS ………………………………..…

4.1 Findings from the class observations…………………………………………………..

4.1.1 Common audio-visual aids in teaching English……………………………………...

4.1.2 Audio visual aids in achieving the objectives of the lesson……………………..…..

4.1.2.1. Case Study-1……………………………………………………………………....

4.1.2.2 Case Study-2……………………………………………………………………….

4.1.3 Audio-visual aids to facilitate discussion……………………………………………

4.1.4 Audio-visual aids in facilitating language skills…………………………………….

4.1.5 Activities based on audio-visual aids ……………………………………………….

4.1.6 Audio-visual aids in assisting the teachers………………………………………….

4.1.7 Students’ reaction on the use of Audio-visual aids in language class…………........

4.2 Findings from the teacher interview…………………………………………………..

4.2.1 Mostly used audio-visual aids in classroom………………………………………...

4.2.2 Reasons of using additional audio-visual aids in teaching language…………….…..

4.2.3 Audio-visual aids in facilitating language skills…………………………….……….

4.2.4 Relating the audio-visual materials with the lesson…………………………………

4.2.5 Selection of audio-visual aids for language class …………………………………...

4.2.6 Challenges while using audio-visual aids……………………………………………

4.2.7 Overcoming unexpected situation while using audio-visual aids in classroom…......

4.3 Findings from the students’ focus group discussion…………………………………...

4.3. 1 Common audio/visual materials used by their teachers …………………………….

4.3.2 Audio-visual aids assist in language learning………………………………………..

4.3.3 Visuals aids in facilitating speaking………………………………………………….

4.3. 4 Audio materials to advance listening skill…………………………………………..

4.3.5 Visual aids (pictures, graphs etc.) in motivating reading…………………………….

4.3.6 Audio-visual aids in facilitating writing……………………………………………..

4.3.7 Use of Audio-visuals to make the class interesting…………………………………

4.3.8 Common problems faced by the students when teachers use audio-visual aids……..

CHAPTER 5: DISCUSSION AND CONCLUSION…………………………………...

References…………………………………………………………………………………
Appendix-1: Class observation checklist…………………………………………………..

Appendix-2: Questionnaire for teachers’ interview………………………………………..

Appendix-3: Questionnaire for students’ focus group discussion………………………….