Abstract
<p>The ways in which task in classrooms has developed and proceeded have receive great attention in the field of language teaching and learning in the sense that they draw attention of learners to the competing features such as accuracy, fluency, and complexity. English audiovisual and audio recorded materials have been widely used by teachers and students, and have been the important resources of teaching and self-study. Nowadays, the environment we are living in is abundant with audio visual input and we as teachers ,thus, should be aware of the fact that environment can change students’ behavior towards language and language learning .What effects do these materials have on English speaking ability? The objective of this study is to find out whether there is difference in Iranian EFL learners’ accuracy in both audiovisual recorded (videos, movies ,etc.) and audio recorded tasks. For this purpose, 40 students of intermediate level were chosen and then were randomly assigned into two experimental and control groups each of which was under different listening tasks. (Audio visual- and audio only). Data analysis showed that the group which was trained under AV listening tasks showed different effects on students’ accuracy, compared to the other group positioned using audio recorded. Based on the results of this study, it is imperative that teachers consider the types of activities and methods that can have influence over language learners’ speaking ability.</p>
Highlights
As the use of multi- media increases in language learning settings, especially English language, the more realistic and more vivid foreign language learning classrooms become
The environment we are living in is abundant with audio visual input and we as teachers,should be aware of the fact that environment can change students’ behavior towards language and language learning .What effects do these materials have on English speaking ability? The objective of this study is to find out whether there is difference in Iranian EFL learners’ accuracy in both audiovisual recorded and audio recorded tasks
40 students of intermediate level were chosen and were randomly assigned into two experimental and control groups each of which was under different listening tasks. (Audio visual- and audio only)
Summary
As the use of multi- media increases in language learning settings, especially English language, the more realistic and more vivid foreign language learning classrooms become, . Language learners extend their language learning apparatuses to obtain their language learning resources, like English programs of news, broadcasts, documentary, film, interviews, etc. There is an increase in using of video and audio recorded materials. The consistent need for cross- cultural communication has forced people of many different places and origins to come together. It is in these circumstances that teaching English as the current “dominant lingua franca” (Byram, 2006) has increasingly become an important profession
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