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APPLICATION OF AUDIO VISUAL AIDS IN TEACHING ENGLISH
LANGUAGE
ABSTRACT
In Teaching and learning communication
skills, we have a lot to choose from the world of technology: TV, CD Rom,
Computers, C.A.L.L., the Internet, Electronic Dictionary, Email, Blogs and
Audio o Cassettes, Power Point, Videos, DVD’s or VCD’s. The last two decades
have witnessed a revolution due to onset of technology, and has changed the
dynamics of educational institutes, and has also influenced the educational
system and the way people interact and work in the society. This rapid rising
and development of information technology has offered a better pattern to
explore the new teaching model. Using audio
visual to create a context to teach communication skill has its unique
advantages. As a result technology plays a very important role in teaching
communication skill. This paper tries to analyze the necessity of audio visual technology to communication skill
teaching and also brings out the problems faced by using these technologies. It
also aims to make English language teachers aware of the strategies to use it
in an effective manner.
CHAPTER ONE
1.1 Background of the study
The use of audio visual in industries has been extensive, as
it has been effective inincreasing productivity and retention rates, where
research has shown that peopleremember 20% of what they see, 40% of what they
see and hear, but about 75%of what they see and hear and do simultaneously
(Lindstrom, 1994). Audio visual is now
permeating the educational system as a tool for effective teaching and
learning. With audio visual, the communication of information can
be done in a more effective manner and it can be an effective instructional
medium for delivering information. Audio
visual access to knowledge is one of the possibilities of information
and communication technology that has tremendous impact on learning. The
instructional media have emerged in a variety of resources, and equipment,
which can be used to supplement or complement the teachers efforts in ensuring
effective learning by students. It is recognized that conventional media
technologies can no longer meet the needs of our teaching and learning
processes; as a result they are being replaced by audio visual technology. This technology provides a
learning environment that is self-paced, learner-controlled and individualized.
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 to an audio
ence. 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” (Agnew, Kellerman and Meyer, 1996).
Reisman (1994) described audio visual as a ray of “computer-driven
interactivecommunication system, which create, store, transmit and retrieve,
textual, graphicand audio tory networks of information.
Audio
visual could be interpreted as a combination of data carriers, for
examplevideo, CD-ROM, floppy disks, Internet and software in which the
possibility for aninteractive approach is offered (Smeets, 1996; Jager and
Lokman, 1996).
Fetterman (1997) also viewed audio visual as those resources used for
instructionthat include one or more media such as graphics, video, animation,
image andsound in addition to textual information. He identified four important
characteristics of audio visual as:
·
Audio visual systems
are integrated
·
The information content must be represented digitally
·
The interface to the final presentation of media.
The power of audio visual lies in the fact that it is
multi-sensory, stimulating themany senses of the audio ence. It is also
interactive, enabling the end users of theapplication to control the content
and flow of information. This has introducedimportant changes in the
educational system and impact the way we communicateinformation to the learners
(Neo and Neo, 2000).Ogunbote and Adesoye (2006) expressed that audio visual technology adds newdimension to
learning experiences because concepts were easier to present andcomprehend when
the words are complemented with images and animations.
Stating further that it has been
established that learners retain more when a varietyof senses are engaged in
impacting knowledge; and the intensity of the experienceaids retention and
recall by engaging social, emotional and intellectual senses.
The evolution of audio visual has made it very possible for learners
to become more involved in their work. With audio visual technologies, they can create
audio visual applications as part of
their project requirements. This would make them active participant in their
own learning process, instead of just being passive learners of the educational
content.
Reinsman (1994) expressed that
audio visual involves processing,
storage, generation, manipulation and retention of audio visual system, and the resourcescould include
text files, pictures, video, audio o, databases, archives, library catalogs,
course notes, relevant links to various websites and easy access to search
engines available on the Internet (Shuell and Ferber, 2001).
A study by Ubogu (2006) supports the
view that audio visual resources
facilitateaccess to all human knowledge, anytime, and anywhere in a friendly,
multi-modal, efficient and effective way, by overcoming barriers of distance,
language and culture, and by using multiple Internet-connect devices.
It is important to say that the use of
audio visual technology has great
significancein colleges, universities and research institutions in the Western
countries. In thesecountries, the technology is being seen as a key player to
development in allramifications and essential component of education.
However, Babajide (2003) identified
different types of audio visual
communication, some of which include english language hardware, english
language software, public address systems, slides, overhead projectors, opaque
projectors, videos, cassettes, audio tapes, cassette recorders, flip, time
sequence, stream charts, Diorama still motion pictures among others.
Audio visual in
Education
Audio visual in Education has been
extremely effective in teaching individuals a wide range of subjects.
Audio visual is changing the way we
communicate with each other. The way we send and receive messages is more
effectively done and better comprehended.
While a lecture can be extremely
informative, a lecture that integrates pictures or video images can help an
individual learn and retain information much more effectively. Using
interactive CD-ROMs can be extremely effective in teaching students a wide
variety of disciplines, most notably languages and music.
A multi-sensory experience can be created
for the audio ence, which in turn, elicits positive attitudes towards its
application (Neo and Neo, 2001). Audio
visual has also been shown to elicit the highest rate of information
retention and result in shorter learning time (Ng and Komiya, 2000). On the
part of the creator, designing aaudio
visual application that is interactive and multi-sensory can be both a
challenge and thrill. Audio visual
application design offers new insights into the learning process of the
designer and forces him or her to represent information and knowledge in a new
and innovative way (Agnew et al, 1996).
However, information technology
application serves different purposes, such asknowledge sharing-portal, search
engines, public administration, social service and business solution. Oshodi
(1999) posits that awareness created towards the use of information and
communication technology over the years is increasing in the classroom learning
environment in the third world such that mere verbalization ofwords alone in
the classroom to communicate ideas, skills and attitude to educatelearner is
futile. Omagbemi (2004) supporting this view expressed that access to
audio visual information could stimulate
changes and creates conductive learning environment and make learning more meaningful
and responsive to the localized and specific needs of learners. There is
certainly no lack of vision within educational communities concerning the
central role and importance of ICT in the educational contexts of the future
(Wood, 1993). That vision is shared by many and is accompanied by an
acknowledgement that in order to realize this vision, three factors – access,
training and targets must be provided (DFE, 1995; Simpson, Payne, Munro and
Hughes, 1999). However, Hoffman (2001) suggested that successful implementation
of ICTs need to address five interlocking frameworks for change namely the
infrastructure, attitude, staff development, support (technical and
administrative) and also sustainability and transferability.
The many kind of ICTs implemented at
teaching and learning can be used in education for different purpose. For
instance, some of them help students withtheir learning by improving the
communication between them and the instructors (Valasidou, Sidiropoulos, Hatzis
and Bousiou-Makridou, 2005).
In a study conducted by Simpson et al
(1999) it was found that 64% of the teachereducator used ICT in the production
of traditional resources of overhead transparencies and hand outs using
standard word processing package; 27% indicated that they made use of and had
experience with more powerful communication and presentation software; 32% incorporated
the use of any ICT software into the lectures and only 24% made use of CDi
resource materials. The study also revealed that in the tutors’ delivery of the
courses, the students seldomexperienced demonstrations of the use of ICT as a
teaching tool, that is, the tutorsseldom modelled its use through their own
practices. However, these tutors gave lack of time to practice skills and the
limited accessibility of some specialized facilities as constraint factors on
their use of ICTs in teaching.
Studies have shown that, there are some
factors that determine academics’ useand non-use of new technologies for
teaching and learning in the advanced countries and these include, the needs of
the learner, the characteristics and experiences of academics, the technology
available, the environment within whichacademics work and how valuable they
perceive the use of technology to be for teaching their students (Spotts, 1999;
Jager and Lokman, 1999; Chun and Kwan,2005; and Munoz – Repiso and Tejedor,
2006) and the disciplinary context of which the academic is part (Rowley,
Banwell, Childs, Gannon – heary, Londsdale,Urguhart and Armstrong, 2002).
However, research have demonstrated that thereare disciplinary and subject
differences in the way ICTs are being used and adopted in teaching and learning
(Jager and Lokman, 1999; Jones, Zenois andGriffiths, 2004 and Eynon, 2006).
In developing countries, Nigeria
inclusive, factors like lecturers’ attitude (Agbonlahor, (undated); Perception
and use of media (Mabawonku, 1987); Perceived ease of use (Mabawonku, 1987;
Ehikhamenor, 2005) quoted by Agbonlahor (undated); Perceived usefulness
(Aghonlahor, (undated); Characteristics of lecturers (Gender, Age, Experience;
Qualification etc); Adekunmisi, Ojo, Amusa and Obadeyi 2009; Training (Osunade,
Philips and Ojo
(undated); Opinions of “significant
others” and or peers in the university community (Agbonlahor, (undated);
Availability of infrastructural facilities (Osunade et al (undated); Iloanusi
and Osuagwu (undated); Cost of Purchasing (Ehikhamenor, 2005; Iloanusi and
Osuagwu (undated); Management attitudes (Sife, Lwoga and Sanga, 2007);
Use/knowledge of english language(Anadarajan, Igbaria and Anakwe, 2002); Power
supply (Osunade et al (Undated); Iloanusi and Osuagwu (Undated) amongst others.
1.2
Statement of the Problem
There is an urgent need to improve the
quality of education to bridge the gapbetween developed and developing nations,
and audio visual instruction is considered
as a necessary tool for this purpose. However, the presence of audio visual alone will not stimulate significant
changes in a school. Teachers are important ingredient in the implementation of
audio visual instruction in education.
Without the involvement of teachers,
most students may not take advantage of allthe available potential benefits of
audio visual on their own. Teachers need
to actively participate in the use of audio
visual facilities. They have to be trained in the use of audio visual and in its integration in the classroom
activities to enhance thinking and creativity among students. They must also
learn to facilitate and
encourage students by making them
responsible for their own learning. Many ofthe current graduates were found to
be lacking in creativity, communications skills, analytical and critical
thinking and problem – solving skills (Teo and Wong, 2000;
Tan, 2000).
In this study, attempts are therefore
made at examining such issues as arepertinent to audio visual utilization for teaching in the
Faculties of Arts and
Education, University of Ibadan, Oyo
State, Nigeria.
1.3
Objectives of the Study
Specifically, the objectives of this
study are to:
1. Determine the availability of
instructional audio visual in the
Faculties of Arts and Education for teaching and learning.
2. Determine the pattern and frequency
of use of audio visual by lecturers in
these selected faculties for teaching and learning
3. Investigate the adequacy of
audio visual facilities for teaching and
learning of english language.
4. Identify factors, if any, which
limit the use of audio visual by the teachers.
1.4
Research Questions
The study is structured to provide
answers to the following research questions:
1. How available are the instructional
audio visual for teaching and learning
in english language?
2. What is the pattern and frequency of
use of the audio visual for teaching
andlearning by the lecturers of the facility?
3. How adequate are the audio visual facilities for teaching and learning
of english language?
4. What factors limit the use of
audio visual by teachers of the subject?
1.5
Objective of the Study
1. To understand the meaning of audio
visuals
2. To understand the use of audiovisuals
in teaching english language in junior secondary schools
1.6
Research Hypothesis
H0: The application of audiovisuals
does not have a significant positive impact in teaching english language in junior
secondary schools in Oredo LGA, Edo state
H1: The application of audiovisuals
have a significant positive impact in teaching english language in junior
secondary schools in Oredo LGA, Edo state
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