Multimedia Resources and their Influence on the Development of the Speaking Skill among Heterogeneous Groups. Case Study: Bridge Way World School of English in Tizi-Ouzou
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Date
2016-07
Authors
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Publisher
university Mouloud Mammeri of Tizi-Ouzou
Abstract
This study investigates the extent to which multimedia resources influence the English
learners’ speaking skill and the implications that those resources have on the English
learners’ cognitive functions. Also, It targets the participants’ attitudes towards using such
resources for teaching English and enhancing the learners’ oral capacities in English. This
investigation took place at Bridge Way World School of English in Tizi-Ouzou (B.W.W). It
uses a descriptive method research, which consists of a mixed method research (Qualitative
and Quantitative research). A questionnaire and structured interview are adopted for data
collection and both statistical and content analysis for the analysis of this data. This study
uses different cognitive theories related to multimedia and learning such as Mayer’s
‘Cognitive Multimedia Learning Theory’ and ‘The Cognitive Approach to Multimedia
Learning’. The results indicate that using such resources for teaching and learning English
especially the speaking skill, the majority of independent English users (80%) at (B.W.W)
learn better from the Audio-visual resources (AVRs) than the other ones. Hence, thanks to
(AVRs), independent English learners at (B.W.W) have the ability to improve their oral skill
in terms of phonological production (32%); that is, accurate pronunciation and learning new
vocabulary (18%). Add to this, the implications that multimedia resources have on the
learners’ achievements is that English learners do not learn only pronunciation and
vocabulary, but also they have the ability to understand; remember, retain the information, as
well as motivation and self-confidence in English language production (speaking).
Description
72p.:ill;30cm.(+cd)
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Citation
Applied Linguistics and Social Semiotics