Abstract
Objectives: To assess the effect of using audio-visual aids and computer-assisted/ aided language instruction (CALI) in the performance of students of special needs studying vocabulary course. Methods: The performance of forty students of special needs (males and females) who used audio-visual aids and CALI in their vocabulary course at al-Malādh school for students of special needs was compared to that of another group (control group) of the same number and age (8-18). Again, subjects in the experimental group were given lessons using audio-visual aids and CALI, while those in the control group were given lessons using ordinary educational aids only, although both groups almost shared the same features (class environment, speech language therapist (SLT), etc.). Pre-and-posttest was given at the beginning and end of the semester and a qualitative and quantitative analysis followed. Results & conclusions: Results of the present experimental study's pre-and-posttests indicated that the performance of the students in the first group was higher than that of those of the second group (34.27%, 73.82% vs. 33.57%, 34.92%, respectively). Compared with females, males’ performance was higher (1515 scores vs. 1438 scores). Such findings suggest that the presence of these audio-visual aids and CALI in the classes of students of special needs, especially if they are studying vocabulary building course is very important due to their usefulness in the improvement of performance of the students of special needs.
Highlights
Results & conclusions: Results of the present experimental study's pre-and-posttests indicated that the performance of the students in the first group was higher than that of those of the second group (34.27%, 73.82% vs. 33.57%, 34.92%, respectively)
Males’ performance was higher (1515 scores vs. 1438 scores). Such findings suggest that the presence of these audio-visual aids and computer-assisted/ aided language instruction (CALI) in the classes of students of special needs, especially if they are studying vocabulary building course is very important due to their usefulness in the improvement of performance of the students of special needs
To study how audio-visual aids and CALI affect the ability of the normal students and those of special needs, improve their productive skills, some researchers went further to investigate the process of recognizing the word in the brain before it is articulated
Summary
To study how audio-visual aids and CALI affect the ability of the normal students and those of special needs, improve their productive skills, some researchers went further to investigate the process of recognizing the word in the brain before it is articulated. The operation takes place, according to Bradham when "Outer hair cells provide mechanical feedback into the organ of Corti, enhancing the input to the inner hair cells, which predominantly send information to the central nervous system." (Bradham, 2012: Abstract) Such findings inspired researchers to ask legitimate and reasonable questions relating to the ways information are processed in the brain and the relationship between motion representation and the visual motion system (Pavan & Baggio, 2013). Others went further by investigating the patients, and the role of the parents and other people around the child which results “in greater exposure to the majority language. (MacLeod, et al, 2013: p. 132)
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