The Significance of Visual Aids for Maximizing Individualized Instruction in Teaching English as A Foreign Language to Beginners
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Date
1983-06
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Addis Ababa University
Abstract
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.
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Keywords
Visual Aids, Instruction, Teaching English