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The Use of Audio-Visual Media to Improve ESL Learners’ Speaking Skills -…
The Use of Audio-Visual Media to Improve ESL Learners’ Speaking Skills
Type of Educational Research
Experimental Research:
This approach quantitatively measures the impact of audio-visual aids by using pre- and post-tests to assess changes in speaking abilities.
Article 1: Employs an experimental pretest and posttest method.
Article 6: Is a quantitative research with the experimental research method.
Mixed-Methods Research:
This combines quantitative and qualitative approaches for a comprehensive understanding.
Article 2: Uses a mixed-methods approach with a case study design to explore how animated videos improve speaking skills.
Article 5: Uses a mixed research method to gather both qualitative and quantitative data
Action Research:
This involves iterative cycles to improve speaking skills through audio-visual aids.
Article 7: Uses classroom action research, involving iterative cycles of planning, action, observation, and reflection, to improve speaking skills through audio-visual aids
Descriptive Studies:
Some articles use descriptive designs to describe teaching and learning activities in the classroom.
Article 3: Aims to "describe the process of teaching and learning English as foreign language by the use of audiovisual media on students speaking skill".
Article 4: Uses descriptive qualitative method with survey and observation.
Research Designs
Case Studies:
These allow in-depth exploration of specific instances or contexts.
Article 2: Is "specifically categorised as an instrumental case study"
Comparative Studies:
These compare the effectiveness of audio-visual methods against traditional methods or different types of audio-visual media.
Article 1: Makes a comparison between "The ability to speak English using audio-visual media and those who do not use audio-visual media"
Action Research:
Action research involves iterative cycles of planning, action, observation, and reflection to improve speaking skills through audio-visual aids.
Article 7: Explains that "Classroom action research is a research that is done by a teacher, collaborate with the researcher... to improve process and practice learning"
Problems/Issues/Gaps
Student Engagement and Motivation:
A recurring issue is students' lack of interest and motivation in learning English.
Article 1: Many students are not interested in learning English.
Article 3: Notes that in Indonesian students’ English "is one of the foreign language that seldom they used in daily communication"
Article 7: Reported that students find it difficult to capture the teacher's explanation, because they do not understand and students do not have the motivation to learn about English, especially in speaking, they think that speaking is difficult to practice and they are not confident enough to speak.
Teacher Skills and Resources:
Inadequate teacher skills in applying appropriate teaching methods and limited access to technology are significant problems.
Article 1: Mentions, "The most frequent problem is the teacher's ability to apply appropriate approaches, methods, strategies or techniques in teaching or learning"
Speaking Anxiety:
Speaking anxiety, shyness, and fear of judgment can prevent learners from actively practicing speaking.
Article 2: Indicates that it is important to have an effective instructional process and instructors can utilise multiple modes to engage the learners in speaking.
Emphasis on Reading:
Traditional teaching often focuses more on reading skills than speaking skills.
Article 1: States, "meanwhile, learning activities to develop students' speaking skills have not been fully implemented by the teacher"
Home Language Interference:
In some contexts, learners may rely on their home language during English lessons, hindering the development of their speaking skills in English.
Article 5: Mentions that "learners tend to express their opinions in their home language, whereas formal assessment tasks require that they present their responses strictly in English"
Difficulties in Teaching Speaking:
Teaching speaking is considered difficult because English is a foreign language that is seldom used in daily communication.
Article 3: Notes that "Teaching speaking is considered difficulties, because in Indonesian students’ English is one of the foreign language that seldom they used in daily communication"
Findings
Speaking Skills Improvement:
Most studies find that audio-visual media significantly improves speaking skills.
Article 1: Reports "The ability to speak English using audio-visual media and those who do not use audio-visual media has a significant difference"
Article 2: Indicates animated videos can improve communication skills, including accuracy, fluency, and comprehensibility.
Article 3: The media is considered able to ease the students understanding the materials in English speaking
Article 4: Students using audio-visual aids can communicate entirely in English and become more interactive
Article 6: The score one of the students in Junior High School increases from 65.62 (pre-test) to 83.90 (post-test)
Article 7: The result in cycle the average 57.78, were able to increase their score to 72.67 in the second cycle
Increased Engagement:
Audio-visual materials increase student engagement and motivation.
Article 5: Indicates that the "introduction of audio-visual material stimulated learners’ participation in verbal contributions to classroom discussions"
Article 2: Animated videos boost learners' enthusiasm and reduce barriers to speaking.
Language Awareness:
Exposure to diverse linguistic situations in videos enhances learners' awareness of context-dependent language use.
Article 2: Exposure to a variety of languages in animated videos can expand a child's vocabulary and improve their understanding
Multi-Sensory Benefits:
Audio-visual materials offer a multi-sensory approach, accommodating different learning styles.
Article 2: Supports this, noting that audiovisual materials offer a multimodal approach, accommodating different learning styles and allowing learners to absorb information through their preferred sensory channels
Article 3: Through the process of communication, the people can receive the message or information to avoid misunderstanding.
Enjoyable Learning:
Media is considered very interesting and makes learning enjoyable, easing students' understanding of English speaking.
Article 3
Says that "media is considered very interesting and makes learning enjoyable, easing students' understanding of English speaking"
Further, the media is considered able to ease the students understanding the materials in English speaking
Alternative Solutions
Integration of Media:
Integrate audio-visual media into teaching practices.
Article 3
Suggests audio-visual media can be employed to enhance students’ speaking skills.
Carefully select teaching methods and media
Article 7: Suggests that audio visual aids help teachers deliver material easily in interesting ways
Diverse Resources:
Use varied learning resources to encourage student learning.
Article 2: Using diverse learning resources in ESL classes encourages students to learn.
Authentic Materials:
Expose learners to authentic materials to improve intonation, pitch, and word choice.
Article 2: Exposing learners to authentic materials can help them to mimic the intonation, pitch, and choice of words, which will develop speaking skills.
Tailored Content:
Offer content tailored to learners' needs, including those with special needs.
Article 2: Recommends that "future studies should explore specific features of animated videos and tailored content for learners with special needs"
Adapt Lesson Plans:
Adapt lesson plans to suit classroom and student conditions.
Article 3: For making the lesson plan should be adapted to the condition of classroom and students
Multimedia:
Use audio visual aids because they help teachers deliver material easily in interesting ways.
Article 3: Teachers are able to provide instructional effectively, especially on teaching which correspond to students expect to development his speaking skill.