The Effectiveness of Audio-Visually Manipulated PPP Strategy in Teaching EFL to Intermediate School Students

Abstract

Foreign language teaching methodology has been changing over the years; however, there is no one single best strategy to use in teaching English as a foreign language (EFL). The best language teaching method depends on several factors such as: learners’ levels, learning processes, teacher competencies, and the goals of learning. Hence, the current study aims at specifying the Audio-Visually Manipulated PPP Strategy and finding out the effectiveness of the specified strategy in teaching EFL to Iraqi intermediate school students. In order to achieve the aims of the study, and verify its hypotheses, a sample of sixty Iraqi intermediate school students has been randomly selected, equalized, and divided into two equal groups, i.e. experimental and control groups. The experimental group has been taught English according to the Audio-Visually Manipulated PPP strategy, whereas the control group has been taught by using the conventional method for a period of twelve weeks. An achievement posttest has been constructed and applied to the two involved groups. The collected data has been treated statistically and in terms of the obtained results it is concluded that the Audio-Visually Manipulated PPP Strategy is efficient in improving intermediate school students’ achievement in English. Finally, some pedagogical recommendations are put forward.