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Vol.2 , No. 3, Publication Date: Oct. 11, 2019, Page: 115-122
 and a control groups (n=20). Then a listening comprehension pre-test was administered to assess the participants' listening comprehension at the beginning of the course. After the pre-test, the researcher practiced the treatment on the experimental groups. During the treatment sessions, The EG was taught by using authentic video, while the CG used audio Compact Disc (CD) as the teaching aid most often used by ESL teachers in teaching listening. After the treatment, the researcher administered a post-test to find out the effect of audio and video aids on teaching listening. When the data were collected, Independent and Paired Samples T-tests were run to analyze them. The means score of the posttests from the EG was higher than that of the control group. Moreover, the t test for the EG was higher than that for the CG which meant that the improvement in the EG was significantly higher than the listening achievements of the CG. The EG students taught by using audio and video achieved higher results in listening than the CG ones taught by audio compact disc (CD). As a result, the alternative hypothesis was accepted and null hypothesis was rejected which meant that there was a significant improvement in terms of listening achievements after the use of audio and video treatment.&picture=http://www.aascit.org/aascit/decorators/img/journal/932.jpg)
| [1] | Ehsan Namaziandost, Department of English, Faculty of Humanities, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran. |
| [2] | Mehdi Nasri, Department of English, Faculty of Humanities, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran. |
| [3] | Samira Akbari, Department of English, Faculty of Humanities, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran. |
The instructing of listening comprehension at Iranian EFL contexts has been done in different strategies, for example, by doing fruition, correspondence, summarizing, note-taking, etc. Anyway, the consequence of the learners' listening proficiencies doesn't demonstrate the most extreme outcome. Therefore, the current research tried to investigate the effects of audio and video aids on teaching listening among Iranian intermediate EFL learners. To do this study, the researcher selected 40 homogeneous intermediate students and divided them into two equal groups. The two groups were the experimental groups (n=20) and a control groups (n=20). Then a listening comprehension pre-test was administered to assess the participants' listening comprehension at the beginning of the course. After the pre-test, the researcher practiced the treatment on the experimental groups. During the treatment sessions, The EG was taught by using authentic video, while the CG used audio Compact Disc (CD) as the teaching aid most often used by ESL teachers in teaching listening. After the treatment, the researcher administered a post-test to find out the effect of audio and video aids on teaching listening. When the data were collected, Independent and Paired Samples T-tests were run to analyze them. The means score of the posttests from the EG was higher than that of the control group. Moreover, the t test for the EG was higher than that for the CG which meant that the improvement in the EG was significantly higher than the listening achievements of the CG. The EG students taught by using audio and video achieved higher results in listening than the CG ones taught by audio compact disc (CD). As a result, the alternative hypothesis was accepted and null hypothesis was rejected which meant that there was a significant improvement in terms of listening achievements after the use of audio and video treatment.
Keywords
Audio-Visual Aids, Authentic Video, Teaching Listening
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