The effect of using visual aids on second language speaking. (c2011)

Abstract

This study aims at examining the effect of incorporating visual literacy in terms of enhancing the oral fluency and communicative skills of second language learners. In addition, it attempts to identify teachers’ attitudes and beliefs regarding the integration and effect of visual aids in their speaking classrooms. The participants were grade six students who learn English as a second language in addition to teachers who teach English as a second language for elementary and intermediate levels. A questionnaire was distributed to be filled by all sixth graders in four sections of grade six at the school investigated. In addition, six students from one class were observed over a period of two months using an oral fluency rubric. Finally, a semi-structured interview including six questions was conducted with five teachers. Both qualitative and quantitative data were obtained. The findings in the three instruments used reveal that the integration of visual aids enhances second language communication skills and oral fluency. In addition, students hold positive attitudes regarding the implementation of visual literacy. We can deduce from the results of the three instruments that the use of visual materials has an obvious and inarguable positive effect on some areas of influence rather than others, particularly organization of sentences and voice and clarity. This study confirms that educators have to reconsider the teaching strategies which rely mainly on words and print material to teach speaking. Instead, visual literacy should be incorporated in order to evoke better responses from English-as-a-second language students.