USING VISUAL AIDS TO ENHANCE SPEAKING AND LISTENING SKILLS IN BEGINNER ENGLISH CLASSROOMS.
Keywords:
Visual aids, beginner learners, speaking skills, listening comprehension, comprehensible input, communicative language teaching (CLT).Abstract
This study investigates the pedagogical effectiveness of integrating visual aids to enhance the speaking and listening skills of beginner English Language Learners (ELLs). Traditional teaching methodologies often rely heavily on rote memorization and first-language (L1) translation, which increases language anxiety and limits communicative output in young learners. Drawing upon Paivio’s Dual Coding Theory and Krashen’s Input Hypothesis, this paper examines how classroom props—such as flashcards, realia, and digital animations—serve as essential cognitive scaffolding. Using a mixed-methods approach combining qualitative classroom observations and quantitative pre- and post-intervention evaluations during primary school teaching practice, the research analyzes student engagement and comprehension levels. The findings demonstrate that systematic exposure to visual stimuli significantly lowers the students' affective filter, accelerates vocabulary retention, and provides "comprehensible input" that bridges the gap between auditory perception and oral production. Ultimately, the study confirms that visual aids effectively transform passive beginner classrooms into active, communicative environments, enabling students to understand and speak English more naturally without relying on constant native-language translation.
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