The Usefulness of Pictorial Aids in Developing Female Iranian Intermediate EFL Learners’ Speaking Proficiency

Shahram Afraz,Leila Taghizade,Ali Taghinezhad

doi:10.7575/aiac.ijels.v.6n.1p.38

Abstract

Speaking is a crucial form of communication in language learning settings. Through speaking skill, ESL/EFL language learners can communicate and convey information. Pictorial aids have been deployed as efficacious mediatory tools in teaching various disciplines such as language teaching. Still, to the best of the researchers’ knowledge, a direct look at the impacts of pictorial aids on EFL intermediate learners’ speaking proficiency has been less addressed. Thus, the main concern of the present study was to investigate the role of pictorial aids in creating a favorable ground for teaching speaking and how it may affect learners’ speaking proficiency. To this end, 40 intermediate EFL learners were selected out of 70 from a private English language institute in Shiraz, Iran. The homogeneity of their proficiency level was established via the administration of Oxford Proficiency Test. Then they were randomly divided into two control and experimental groups. Three instruments were used to answer the research questions: Pre-test and post-test interviews, classroom observation, and a questionnaire. Subsequently, the participants were randomly assigned to an experimental (n=20) and a control (n=20) group. During 6 sessions, the experimental group received treatment while using pictorial aids. By contrast, the control group followed their routine instruction at the institution through traditional method, i.e. the tasks of Top notch 2. Then by the end of the study, an interview was held as a post test in order to monitor any effect the treatment might have on increasing speaking proficiency of the participants under the investigation. The results gained from a post-test were analyzed via t-test indicated that visual aids had a positive impact on the intermediate learners’ speaking proficiency in which experimental group outperformed control group.

Highlights

Emphasis on speaking English as a Foreign Language or Second Language (EFL/ESL) is a central goal for language learners and teachers around the world. Richards & Renandya (2002) pointed out that speaking is an essential element of language ability and provides a good foundation for learners’ ability to listen, write and read
Oral English is not verbalized in written language, but rather involves learners in mastery of a wide range of sub-skills that together make up the overall language ability (McDonough & Shaw, 2003)
The research question of this study dealt with investigating the effect of pictorial aids on speaking skill of Iranian intermediate EFL learners

Summary

Introduction

Emphasis on speaking English as a Foreign Language or Second Language (EFL/ESL) is a central goal for language learners and teachers around the world. Richards & Renandya (2002) pointed out that speaking is an essential element of language ability and provides a good foundation for learners’ ability to listen, write and read. Richards & Renandya (2002) pointed out that speaking is an essential element of language ability and provides a good foundation for learners’ ability to listen, write and read. To be able to communicate fluently, having good language skills is considered very important, all of which are listening, speaking, reading and writing. Among these skills, speaking is considered the basis for verbal communication. Oral English is not verbalized in written language, but rather involves learners in mastery of a wide range of sub-skills that together make up the overall language ability (McDonough & Shaw, 2003). As Palmer (1965, p. 15) points out, “learning to speak a language is by far the shortest route to learning, reading and writing” (El-Koumy, 2002, p. 86)

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