The Significance of Visual Aids for Maximizing Individualized Instruction in Teaching English as A Foreign Language to Beginners

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Addis Ababa University


The problem with which this research is concerned is that of determining the significance of visual aids for maximizing individualized instruction in the teaching of English for beginners as compared to the conventional i n struction. Data was secured by selecti n g and organizing six experime ntal and control groups of grades 3 and 4 st u dents in six elementary schools. A total of 720 students were selected using the systematic sampling t ech nique. Lessons were selected from English for New Ethiopia series for grades 3 a nd 4 respectively. Pre-tests were prepared and administered from the selected lessons for both grade levels and administered. Appropriate visual aids were prepared for the lessons selected for the respective grades. The experimental groups r eceived their instructions with supplementary visual aids in individualized instruction. The cont r ol groups received their instruction in the conventional way. After the instruction of the lessons , post-tests were administered to both grade levels of the experimental and control groups on the same date. The other two techniques used for collecting the data concerning visual aids and individualized instruction in connection with the teaching of English as a foreign language for beginners were distribution of questionnaire to teachers and the observation of the experimental groups using the criteria of evaluation. From the t-test analysis of the data it was found that the experimental groups of both grade levels performed better than the control groups at a significant level of .05 in the post-test. The results of the questionnaire and observation show similar results. On the basis of the findings it was concluded that visual aids are effective and can be used to maximize individualized instruction in the teaching of English as a foreign l anguage for beginners and the visual aids in the ENE series are not satisfactory to promote individual mastery. On the basis of this finding recommendations are made that further research and evaluation on other variables (syllabus, teacher training, text-book, visual aids) should be carried out to facilitate the application of the finding in this study.



Visual Aids, Instruction, Teaching English