Extent of the Use of Audio Visual Aids among English Teachers

 

CHAPTER ONE

                                                           INTRODUCTION

1.1 Background of the Study

English is a language of the people of England, is a West Germanic language that originated from Anglo-Frisian dialects brought to Britain in the mid-5th to 7th centuries AD by Anglo-Saxon migrants from what is now northwest Germany. Southern Denmark and the Netherlands. English as we know it today came to be exported to other parts of the world through British colonization and is now the dominant language in Britain and Ireland, the United States, Canada, Australia as well as some parts of Africa. 

Partially due to influence of the United States and globalization efforts of commerce and technology, English took the status of a global Lingua franca in the second half of the 20th century. English today is a constantly changing language that has been influenced by a plethora of different cultures and languages such as Latin, French, Dutch and Afrikaans.

 In Nigeria, English language is a second language and it serves as a lingua franca as well. This means that it is the language for communication, economy, national pride, law, press, trade and instruction. As a language of instruction, it is an essential prerequisite for an advancement and career succession in the country. It means a lot in the life and progress of a child as it is a key subject with profound influence on all the school subjects. English is a language of education, a language of instruction from upper primary education through secondary and tertiary education in Nigeria. The state of English is a second language in Nigerian coupled with the numerous roles it plays and this compels every Nigerian citizen to learn and to speak it. English as a second language is an official language that is approved by the Nigerian government taught in schools and used in legal or official document.

The English Language is used in the senior Secondary Schools as a core school subject. It is a solid foundational course. The key elements of the course are designed to cover the basic four language skills, which are listening, speaking, reading and writing. It is expected that after learning these skills in Senior Secondary School, the students who choose to work can use the language fluently while those who wish to go further would learn how to be very proficient in the language. 

Although teachers use different instructional materials to motivate learners by using textbooks, charts, models, graphics, real objects as well as improvised materials (Awotua-efebo 2001). The success of achieving what they are met to achieve in an instructional situation defends on the suitability of the instructional, materials. Adequacy and effective utilization of the materials (Olaitan & Aguisobo 1994). It is effectiveness of instructional materials in promoting student academic performance in teaching and learning is indisputable.  It provides the most needed sensory experiences needed by the learners for an effective and meaningful behavioural change. Instructional materials are meant to improve the quality of education for effective academic performance of students in schools. The performance of the students on the intended learning outcomes provides the validation -loop on the success of interaction and instruction.

Omabe (2006) asserts that instructional materials are central in the teaching and learning of English language because they are used to compliment efficiency of a teacher, and effectiveness in the lesson delivery. Esu, Enukoha & Umoren (2004) affirm that instructional materials facilitate the learning of abstract concept by helping to concretize ideas and stimulate learner’s imagination. Moreover, instructional materials help to increase participation in the learning process while saving teachers’ energy, reducing the teacher centeredness in teaching. In same vein Mathew (2012) states that the use of instructional materials to make teaching effective as it enables learners to participate actively in classroom instruction. All these views suggest that the use of instructional materials can improve student’s performance. 

In spite of the importance of the English Language and the effectiveness of the audio-visual aids in teaching English Language in Nigeria, the student’s performance is found low in the senior Secondary Examination.  Rowtree (1994) still, describes audio visual aids as the most fitted materials to aid the teachers to inculcate the language competence in students. It uses electric method to enhance learning. Yet, the results of the students are found low.

1.2 Statement of the Problem

English Language emerged from a common origin of the Germanic branch of Indo-European language family, and has far reaching spread and uses in Nigeria, it is her lingua franca and a second language, It. is the official language. It is the language of education and all other transactions in Nigeria. In addition, it is of importance for all users of the language in the country; in education, all students of Senior Secondary Schools should gain competence in it.

Audio-visual materials are specifically used in instructional activities to mitigate the instruction and improve the knowledge of both teachers and students in relatively short time. Incidentally, the failure rate of the students is disturbing. A language laboratory is a dedicated space for foreign language learner to have access to audio or audio-visual materials. They allow a teacher to listen and manage student audio which is delivered to individual and student through handset or in isolated sound books.

This poor performance may imply that the students have not grasped the basic language skills. Secondly, it suggests that the teachers may use it on a minimal level or may have ignored the use of the materials in their classroom practices. Thirdly, the training of the teachers may contribute to its success or failure in the student’s performance.

Again, there is controversy on gender differences. It is not certain whether female and male teachers react differently in the extent of use of audio-visual aids. The question here is; to what extent does the teacher use audio-visual materials in learning English Language in Senior Secondary Schools in Ganye Local Government Area? Finding an answer to this question is the major concern of this study.

1.3 Purpose of The Study 

The purpose of this research is to determine from the English Language teachers the extent of use of audio - visual aids in teaching and learning English language in Senior Secondary Schools in Ganye Local Government Area. Specifically, the researchers intend to:

(I) Determine the degree of the use of audio - visual aids in teaching the English Language.

(II) Find out the level of the use of audio - visual aids to improve the student’s performance in English Language.

(III) Examine whether the male and female differences affect the extent of use of the audio – visual aids in teaching and learning in Senior Secondary Schools in Ganye Local Government Area.

(IV) Ascertain whether the difference in the education of the teachers affects the extent of the use of the audio - visual aids in the teaching and. learning of. the English language in Senior Secondary Schools in Ganye Local Government Area? 

In effect, there is no clear-cut stand as there are generally varied opinions. This, therefore emphasizes the need for the study to be carried out.

1.4 Research Hypotheses

The following research hypotheses were formulated by the researcher to address and guide study 

H1: There is no significant difference in the performance of male and female English students

 taught with audio - visual materials.

H2: There is no significant difference in the use of audio-visual materials in teaching and learning of English in Senior Secondary Schools in Ganye Local Government area of Adamawa State.

1.5 Significance of the Study

It is hoped that this study will inspire teachers and inspectors of the State and Federal Ministries of Education to improve their competence and performance by adopting instructional audio - visual materials to classroom. Fadeiye (2005) in his own perspective saw instructional materials as visual and audio-visual aid concrete or non-concrete, used by teachers to improve the quality of teaching and learning activities. Audio-visual materials also enable both the teacher and students to participate actively and effectively in lesson sessions. They give room for acquisition of skills knowledge and development of self-confidence and self-actualization. The findings of the study will be of much significant to student and researcher to secondary schools. 

The study has much significant impact on the government in Nigeria. It will serve as a source information to them, that unavailability of instructional materials to teaching provide basis might lead to falling standard of education in Nigeria.

1.6 Scope and Limitation of the Study

This study was carried out in some secondary schools in Ganye Local Government Area. The

Study investigated the extent of usage of the audio - visual materials in Government day senior Secondary School Sangassumi. Few teachers and students were used. However, the research has come with constraints.

1.7 Definition of Terms

English: English is a West Germanic language that was first spoken in early medieval England and is now a global lingua franca. Named after the Angles, one of the Germanic tribes that migrated to England, it ultimately derives its name from the Angles (Angela) peninsula in the Baltic Sea.

Language: Language is a principle method of human communication, consisting of words used in a structured and conventional way and conveyed by speech, writing or gesture.

Audio: Audio is a term used to describe any sound or noise in a range which the human ear is capable of hearing.

Visual: Visual is a picture of film or display used to illustrate or accompany something.

Audio-Visual: Audio-visual is an electronic media processing both a sound and a visual component such as slide, tape presentation, films, television programmes, corporate conferencing and theatre production.

Teaching: Teaching can be defined as engagement with learners to enable them grasp the understanding and application of knowledge, concepts and processes.

Instructional Materials: instructional materials can be defined as items that are designed to serve as a major tool for assisting in the instruction of a subject or course. These items may be available in bound, unbound. kit or packaged form and may consist of hard backed or soft backed books, consumables, learning laboratories. Slides, films, filmstrips, recordings, manipulative and electronics media.

Academic Performance: can be defined as the outcome of education, the extent to which a student, teacher or institution has achieved their educational goal. Academic achievement is commonly measured by examination or continuous assessment.

 

CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction

The aim of this chapter is to present already existing views of people as it is related to this topic “Examination of Audio-Visual Aids in teaching English language in Ganye local government of Adamawa state.

2.2 Conceptual Framework

English language is a global and international language, its study is physical and behavioral, therefore, the teaching of English language   must be made real (Baja, 2017). Most of the language teachers seem to agree that the use of visuals can enhance language teaching as it helps teachers to bring the real world into the classroom, it makes learning more meaningful and more exciting (Brinton, 2010).  According to Bamford (2013), it must be taken into account that visual literacy is the key to obtaining information, construct knowledge and build successful educational outcomes. He asserts that this is due to the increase of the number of images in the world. It is important to point that students bring to the classroom their own background, that nowadays it is associated with images provided by mass media, video games etc. Santas (2009) reflects on how teachers ask students to think without any of these helps, what seems to require convincing them to give up what they have experienced in their lives. 

English language is an official language its status is safeguarded by the constitution English language is used in all official forms of communication and to record transactions. English has become a medium of intercultural communication globally, it the language of the common wealth countries. In Nigeria, it is used in all formal institutions is used in government and private offices and parliament. It is the medium of instruction that is used in schools, colleges and universities (Etuk, 2002). English is a core subject in the Nigerian secondary school curriculum (Etuk, 2002). The language as a subject in Nigerian school curriculum is taught in the formative classes in schools midlevel, colleges and universities.

2.3 Concept of Audio-Visual Aids

Audio visual is defined as the combination of various digital media types such as text, images, sound and video, into an integrated multi-sensory interactive application or presentation to convey a message or information. In other words, audio visual means “an individual or a small group using a computer to interact with information that is represented in several media, by repeatedly selecting what to see and hear next” (Moriarty, 2014). Audio Visual aids can be a helpful tool in the language classroom as Mannan (2015) points out they ‘help the teacher to clarify, establish, correlate and coordinate accurate concepts, interpretations and appreciations, and enable him to make learning more concrete, effective, interesting, inspirational, meaningful and vivid.  

Audio visual media is a media that is audible and visible. Audible means can be heard and visible means can be seen. Audio visual can visualize the abstract things or non-verbal vocabularies to attract student’s knowledge. According to Sownthary, Gomathi & Muhuntarajan (2014) audio visual aids are of useful aids and materials which help both learners and teachers in acquiring and teaching a language. According to Akram & Malik (2012) audio visual aids make a lesson or a lecture more interesting and a memorable experience not only for students Visual material or anything use to help the student see an immediate meaning in the language may benefit the student and the teacher by clarifying the message, if the visuals enhance or supplement the language point, as Canning-Wilson (2010) indicates in her work. These advantages suggest that visuals can help make a task or situation more authentic (Canning-Wilson, 2009). 

Researchers as Kemp & Dayton (2009) claim that audio visuals aid in motivation and maintaining attention by adding variety and making the lesson more interesting (as cited in Bradshaw, 2013). Moriarty (2014) also asserts that human beings develop their visual language skills before the verbal language development and serves as the foundation for the last one. This is a possible explanation for the need of pictorial information rather than textual among young students (Arif & Hashing, 2009). Paivio (2009) had already explained this with his theory based on the idea that cognitive growth is stimulated by the balance between verbal and visual experiences in the early stages of learning.  Arif & Hashim (2006) own research proves that pictures gained better attention than words, and among young learners, pictures became the main clue in interpreting the meaning of the words. 

Research on effectiveness of the audio visuals used in the learning environment shows that they can improve learning (Anglin, Vaez & Cunningham, 2014). Visuals can help arousing the reader’s interest, curiosity and motivation (Mayer & Moreno, 1998). Fang agrees with these benefits and adds others such as promoting creativity, serving as mental scaffolding and fostering aesthetic appreciation (as cited in Carney & Levin, 2012). Studies carried out by Mukherjee & Roy (2013) have found that the use of audio-visual aids to contextualized spoken speech is a great help for students, given that they can understand 30% more than without the visual support.  

Brinton (2010) devoted the end of her article to summarize the rationale behind the use of audio visual aids in the language classroom: “Use media materials when variety is called for, when they expedite your teaching task and serve as a source input, and/or when they help you to individualize instruction and appeal to the variety of cognitive styles in your classroom. But above all, use media to involve students more integrally in the learning process and to facilitate language learning by making it a more authentic, meaningful process.” 

The Nigerian government, at all level has placed enormous emphasis on the use of instructional materials in shaping efforts and strategies aimed at improving students standard of learning in the country, but it is displeasing to know that, both the theoretical and empirical literature failed to capture the real factors, why the standard of education in the country still remain very low. Okereke (2009) observed that many schools in state cannot boast of any instructional materials. He asserts that every government should be contending with the issue of making education her priority to help in improving the standard of learning by providing the necessary instructional materials to schools. 

Audio visual aids play a vibrant role in focusing the attention of individual students towards the teacher or the topic. Furthermore, Matthew & Alidmat (2013) said that using audio visual aid can substitute monotonous learning environment as students develop and increase personal understanding of the areas of learning. It means that audio visual can be of another effective solution to use by the teacher in order to change the conventional ways. Audio visual aids are instructional devices which are used to communicate messages more effectively through   sound and visuals. Audio visual aids help in stimulating the sensory organs like ears and eyes and facilitate quick comprehension of the message by the audience. These maybe   used for literate as well as for illiterate people. Audio visual aids or devices or technological media or learning devices are added   devices that help the teacher to clarify, establish, coordinate accurate concepts, interpretations and appreciation and enable learner to make learning more concrete, effective, interesting, inspirational, meaningful and vivid. Audio visual aids provide significant gains in informational learning, retention, recall, thinking, reasoning, activity, interest, imagination and development.

2.3.1 The Advantages of Audio-Visual Aids

According to Gopal (2010) Audio visual aids provides significant gains in informal learning, retention and recall, rethinking and reasoning, activity, interest, imagination, personal growth and development.  Daniel (2013) defines the main purposes of teaching through audio visual aids; they help to avoid excessive, empty and meaningless verbalization in teaching English.  Audio visual provides direct sense experience to students, and help students easier to memorize. 

In addition, according to Mansourzadeh (2014) listed a set of values for audio visual aids when effectively used in teaching. They are as follows; Increase ability of retention, because audio visual can repeat many times, thus the retention of students can increase. Provide happy learning to avoid boredom and more enjoyable. Stimulate creative responses in pupils; using the audio-visual aids in the students can imagine about the content of video. It Provides the best substitute for real experience using audio visual can ring a life atmosphere in learning process.

Gopal (2010) stressed out that audio-visual materials help the teacher to overcome the barrier of communication. The climate and culture condition of other countries can be brought to the classroom through the aids of slides, films, filmstrips and projectors. Audio visual materials can play a major role of making learning permanent. Gopal (2010) stresses that audio visual materials facilitate the acquisition, retention and the recall of learning because they seem to maximize the response of the whole organism to the situation in which learning is done. Natoli (2011) stresses that audio visual materials are important in the teaching and learning processes because having seen something, most people remember for whatever that thing was, it conjures up an imagine at a mere mention and can be talked about freely. 

Audio visual resources can therefore contribute to the clarity of information presented by allowing students to visualize what is learned. The overall classroom environment becomes conducive to creative discipline. At the same time, it is important to take into account that the audio-visual aids do not play role up to disseminate the information, data, facts, and clues but also, they influence the mentality, psychology, grasping level of the students in the classroom. On the other hand, they greatly motivate and inspire the teachers to adopt the latest creative and innovative aids. It helps to make learning more effective and conceptual; it also helps to grab the attention of the learner. It also builds interest and motivation in teaching students learning process. Audio visual aids enhance the energy level of teaching and learning, and it is better for over burden classrooms. It provides students a realistic approach and experience.

 2.3.2 Disadvantages of Audio-Visual Aids 

There are disadvantages of audio-visual aids.  Subjana & Rivai (2013) said that audio visual has some advantages similar to teaching using visual aids. It more emphasizes the important of the content of video rather than develops the process and esteemed the audio visual only as aids for teaching and learning. It means that, although using audio visual the teacher should make other activities to create an interaction between student and teacher. Furthermore, according to Cakir (2006), the main disadvantages are cost, inconvenience, maintenance and some cases fear of technology. Additionally, the sound and vision, quality of the copies or home-produced materials, may not be ideal. The teacher should be well trained on using and exploiting videos otherwise, it becomes boring and purposeless for the students.

Hence, maintaining the audio visual can be very high for audio visual system especially using LCD Projector. The cost of audio visual can also be high depending on the size and quality of the systems. In addition, the material should be selected wisely in order not to make the students confused. That is the way teacher need to be careful while selecting the contents for the students.  The disadvantages may also include; technical problems, students’ distractions, time consuming, need space, convenience and expensive. 

2.4 Problems of Teaching and Learning English Language in Nigeria

In the Nigerian system of education, English language has been taught for over hundreds of years as a necessary means of communication and a language of instruction. More so, English has played a multiple role in the nation's development. The teaching and learning of English in Nigeria is faced with many problems, which have also to the so called 'falling or fallen' standards of English in the country.

Multilingualism

One of the problems of teaching and learning English in Nigeria is the issue of multilingualism. Ayo Banjo (1971) also identified four varieties of spoken English in Nigeria but on the criteria of levels of phonological and syntactic perfection. His third variety was identified as used by very few highly educated Nigerians.  He described it as far closer to Standard English as spoken by educated native English speakers, although the unmistakable Nigerian voice is ever present.  For him, the fourth variety is used by Nigerians who speak exactly like the English native speakers having been born or nurtured in a native speaker country. Thus, these various backgrounds tend to affect the teaching of English language positively or negatively as the case may be.

problem of motivation

Another major problem of language learning as every other field of humans is the crucial force which determines whether a learner embarks on a task at all, how much energy he devotes to it, how long he preserves.  Nigerians language problem will determine the extent of interest to be shown in English language. Ayo Banjo pointed out the aspects of the problem in his description of the varieties of Nigerian English for pedagogic purposes. Thus, in this nation, where English is learned formally in schools by the vast majority of its users, where there are wide phonological, syntactic and lexical differences among the 395 different language groups.

2.5 Uses and Importance of Audio-Visual Aids in Teaching English Language

Bajah, (2015) outlined some of the following reasons for using audio visual aids in teaching English language.

For motivational values that develop the interest of the students

To simplify and clarify what is complex and difficult to express in words

To supplement spoken and written words 

To bring the teaching of English language into real life

To moderate the teaching and learning processes.

To promote retention as we can understand from the Chinese proverb that says “what I hear I forget, what I see I remember, what I do, I understand”.

As scholars have always argued, in order to make the acquisition of the language more meaningful for the students, teachers must bring the real world into the classroom. Visual materials work as a powerful tool in this aspect, as far as they give teachers the opportunity to show the culture of the target language, the habits and the body language that lie behind the language transactions. All this makes students understand that the use of the target language has a purpose: the real purpose of real communication. 

The students involved in this research are the SS1 group. Being among the youngest in the high school, their level of English is quite low. This kind of student is the one that is being benefited most from the visual aids integrated into the lesson plan (Boucheix, 2015).  Section Ten in the National Policy of Education stated that the objectives learning materials such like audio visual aids are to:

 Enhance teaching and improve the learner’s competence

Make learning more meaningful for the students

Develop and promote the effective use of innovative materials in schools 

Ajayi, et al (2010) observed that audio visual aids are versatile tools that are used in different ways for effective teaching and learning of English language. These aids convey facts and idea in all forms of communication. They offer quite an easy way of presenting information. Ajayi, et al (2010) further outlined some of the importance of audio-visual aids if carefully selected, they should:

Speed learning processes 

Help to give correct initial concept

Provide experiences which are not known before

Motivate, develop and change attitude

Build and sustain interest

Clarify and give definite meaning to words and the combat verbalism

Intensive expressions 

Help student to learn more

Vitalize instruction and provide varieties in teaching

Supplement other learning and serves reminder.

Ibrahim (2015) stated that audio visual aids assist teachers of English language in the achievement of stated objective and also help them to make lesson explicit to the students. It aids the achievement of any one of the following in the teaching process: attention and motivation; orderliness in the classroom; lesson presentation; recall and remembering; guidance, active participation and response, feedback, assessment of performance and evaluation.

In summary, it could be noted that the improvement of classroom instructions largely depends on the competence of the teacher to use various kind of instructional materials in the actualization of teaching and learning objectives.

2.6 Audio Visual Aids and the Teacher’s Competence

The incompetence of a teacher to improvise instructional materials like audio visual has been said to be one of the factors responsible for poor performance of the learners in English language.

Teacher’s competence is an underlined characteristic of an individual that is usually related to effective or superior performance of the students. These characteristics include: enduring motives, self-concepts, value, knowledge and skills that can assessed and differentiate. To be precise, teacher’s competence is an appropriate prior knowledge, skills, attitude and abilities of the teacher in a given context to adjust and develop with time and need in order to effectively and efficiently accomplish a task that are measure against a minimum standard.  

 As scholars have always argued, in order to make the acquisition of the language more meaningful for the students; teachers must bring the real world into the classroom. Visual materials work as a powerful tool in this aspect, as far as they give teachers the opportunity to show the culture of the target language, the habits and the body language that lie behind the language transactions. All this makes students understand that the use of the target language has a purpose: the real purpose of real communication. The students involved in this research are the SS1 group. Being among the youngest in the high school, their level of English is quite low. This kind of student is the one that is being benefited most from the visual aids integrated into the lesson plan (Boucheix, 2015). However, before a competence teacher selects the instructional materials, the teacher should consider the following which will serve as the criteria for selection: 

Availability

Instructional materials like audio visual aid should be made available, the teacher should ensure that the materials are in good state by testing ascertaining that everything is working perfectly, this should be done before bringing the material to the class.

Accessibility

 It is the duty of the teacher to ensure that the materials are not only available but also accessible. The materials should be within the reach of the teacher before the time of the class in order to set or place everything definitely. There should be no excuse that the materials are not accessible because they are being locked in the store or because of malfunctioning in the material. 

Affordability

 The instructional material to be use should not be expensive, the cost had better be such that either the school or the teacher can afford. The school should endeavor to make budget for instruction materials especially audio-visual aids, and when this is done, the cost should not be outrageous; it should be within the budget of the school.

Simplicity

The, instructional materials to be used should be simple to operate or manipulate. The teacher should test the material to ensure the working ability before the time of use. There should not be any technical problems and where the electricity is to be used, provision should be made for an alternative power. No teacher should use electric failure as an excuse for non-performance. In a situation where an instrument demands the work of a technician, he should be on the work and the teacher should have an insight into the operation of the instrument in case of emergency.

Qualitative

The quality of the instructional materials should be of good quality. Schools should avoid the idea of “managing” with poor quality material with that, the school will not achieve the desired aim. Furthermore, the materials should be the best or nearest to the best, it should not be outdated. The instructional materials should reflect current and original thought.

Suitability 

The teacher using the instructional materials should ensure the appropriateness of the material for the intended learners. The materials should be suitable for the age of the learner, their experience and intelligence. The legal, safety and ethnical aspects of the materials to be use should be considered and must not portray any anti-social attitude. They should also be free from any bias, distortion or prejudice. If the material would need electric power the alternative should be made available to avoid disappointment of any kind.  

In summary, it could be noted that, the improvement of classroom instructions largely depends on the competence of the teacher to use various kinds of instructional materials in the actualization of the teaching and learning objectives. 

2.7 Theoretical Framework

The theoretical framework of this research hinges on dual code theory of learning as described by cognitive psychologist.

Dual-code Theory is developed by Allan Paivio in 1960s; dual-coding theory is a theory of cognition according to which humans process and represent verbal and non-verbal information in separate, related systems. For example, the brain uses a different kind of representation for the word "tree" than it does for the image of a tree. Something verbal can trigger a thought of something nonverbal and vice versa. For example, the image of a circle can bring to mind the word "circle," and "circle" can prompt one to visualize a circle. Paivio argued that all cognition involves associations between verbal and non-verbal systems. Some psychologists believe dual-coding theory explains phenomena such as intelligence and memory. Critics argue that the brain processes information using only one kind of representation.

Dual code theory of learning denotes different approaches which bring the real world to the language classroom through audio visuals. Probably, the Direct Approach was the first one to give importance to the use of audio-visual aids in the language classroom. This teaching method, which became popular at the 20s 30s of the last century, enhanced the use of the target language. Teachers used direct reference to objects or concepts in order to avoid the mother tongue. The use of tape recordings and picture slides gained special importance in the 1950s 1960s with the rise of the Audio-lingual method in the USA. Based on Skinner´s behaviorist theory, it claimed to provide students´ with best models to imitate native speakers. 

The Oral-Situational Approach, dominating in Britain in the middle of the last century, insisted on learning language situation. Concrete objects, pictures, charts and flashcards were widely used in the classroom to promote real life contexts. The teacher made use of several visual aids: colored wooden rods, set of wall charts containing useful vocabulary, color coded phonetic charts, tapes or discs, film drawings and pictures, worksheets and transparencies. 

The Natural Approach developed by Krashen was based on his Monitor theory. Students were not expected to produce output immediately; they should go through a period of understanding first. Magazine pictures and other visual and kinesthetic aids were used as an elicitation device in the listening comprehension and early production stages.  

These approaches have pointed the importance of bringing the real world into the classroom to make the learning more meaningful for the students. 

2.8 Empirical Studies 

In this notion, the researcher compared the past related researches conducted by the experts in the field, and the present research.

Barlo (2014) carried out a research study entitled: “The availability and utilization of audio visual aids in teaching English language in selected secondary schools in Lagos State” the target population was two hundred and fifty (250) secondary schools out of which, twenty five (25) secondary schools were selected as the sample using systematic sampling. The instrument used in collecting the data was questionnaire. Five (5) null hypotheses were stated which were tested using the learners of English language. He finds out that the instructional material (audio visual) has negative relationship in the teaching and learning of English language in the selected secondary schools in Lagos State. In the present study, emphasizes are laid on the use and importance of audio-visual aids in any learning environment. For any learning to take place, the teacher must make instructional material that would enable her to teach effectively.

Most of the English language teachers seem to agree that the use of audio-visual aids can enhance language teaching. As they help teachers to bring the real world into the classroom, they make learning more meaningful and more exciting (Brinton, 2000).  According to Bamford (2003), it must be taken in to account that visual literacy is the key to obtain information, construct knowledge and build successful educational outcomes. He asserts that this is due to the increase of the number of images in the world (as cited in Harif & Hashim, 2009). It is important to point that students bring to the classroom their own background, that nowadays is associated with images provided by mass media, videogames etc. Santas (2009) reflects on how teachers ask students to think without any of this help, what seems to require convincing them to give up what they have experienced in their lives.

2.8 Summary of the Literature Review 

In the review, the concepts and types of audio-visual aids were identified, and the types include: printed and recourse materials, graphic materials, display and projected materials. The approaches of audio-visual aids were explained. Also, the importance and uses of audio-visual aids were stated. This is because; they are of prime importance to both the student and teacher, as it enhances the teaching and learning of English language. 

In order to make these presentations effective, teachers must be careful with the visual materials and strategies they include in them. Several things must be taken into account, such as the way in which pictures, graphics and visual organizers affect the learners, what is the best way to use them and what are their benefits. Carney & Levin (2002) reported that pictures improved the reading-to-learn process, but they also pointed out that these pictures must be well-selected or well-constructed ones. The beneficial effects of the visuals and the reasons why pictures facilitate comprehension and learning are explained by Levin & Mayer.

It is important to point that in order to improve memory for lesson content, visuals should be aligned with goals of the instruction. Clark & Lyons (2004) assert that this improvement is the result of dual-encoding. These authors agree with Carney and Levin’s idea of the principle of conciseness that visuals provide in comparison with the texts: ‘If the visuals used depict relationships, they can help building cause-and-effect mental models which support deeper learning.