Effects of Audiovisual, Audio, and Visual Presentations on EFL Learners’ Writing Skill

Maliheh Ghaedsharafi, Mohammad Sadegh Bagheri

Abstract


This study was designed to find whether three different presentations, i.e. audiovisual, visual and audio, affect EFL learners’ writing ability. First, before doing the main research, the researcher piloted her study. Then, 45 students, both males and females, aged from 23 to 38, were selected randomly out of advanced level EFL learners at an English Institute in Shiraz, Iran and they were also divided into three groups of 15. Three documentaries, i.e. stress, superstition and nature tech, were selected (www.YouTube.com) as audiovisual materials. The texts of the very documentaries were used as the visual or reading materials and the listening forms of the same documentaries were applied as the audio materials. The participants were asked to write about the topics once before each mode of presentation and after. The writings were scored out of nine based on IELTS writing criteria by two raters. Inter-rater reliability was calculated between each set of scores. One-way ANOVA, matched t-test and the effect size were used. The results revealed that the audiovisual group performed better than the audio group and the audio group performed better than the visual group in their post-writings.

Full Text: PDF DOI: 10.5539/ijel.v2n2p113

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

International Journal of English Linguistics   ISSN 1923-869X (Print)   ISSN 1923-8703 (Online)

Copyright © Canadian Center of Science and Education

To make sure that you can receive messages from us, please add the 'ccsenet.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.