Enhancing Foreign Language Learning: Audiovisual & Tech

Posted on Apr 2, 2025 in Other civil servant exams

Technological and Pedagogical Aspects of Audiovisual Materials

The present essay aims to study the use of new technologies and audiovisual techniques when teaching a foreign language. To do so, the first part of the essay will concentrate on visual materials. In addition to this, some activities will also be presented using visual materials. Secondly, I will consider the aural materials, then I will focus on the audiovisual materials. The last part of the essay will deal with Computer-Assisted Language Learning (CALL). Finally, I will compile the main conclusions and the bibliography used to develop this topic.

As far as foreign language learning is concerned, the legal framework is the Organic Law 2/2006 of Education, 3^rd May, modified by the Organic Law for the Improvement in Educational Quality, 8/2013, 9^th December. One of the most relevant aspects of the Organic Law for the Improvement in Educational Quality is related to the Order ECD/65/2015, 21^st of January, which establishes the relation among the key competences, contents, and evaluation criteria in Primary Education. On the other hand, the Royal Decree 126/2014, 28^th of February, establishes the Minimum Teaching Requirement for Primary Education and it states in the article 7 “to acquire basic communicative competence, in at least, one foreign language to enable expression and comprehension of simple messages and survive in everyday situations”. In addition, the Order EDU/519/2014 17th of June, modified by the Order EDU 278/2016 8^th of April, establishes the minimum contents for the Primary Education in the Autonomous Community of Castilla y Leon.

Bearing in mind all these legal references, I will start by mentioning that our new educational system establishes that schools must provide our pupils with basic digital knowledge to adapt today’s education to the digital era. Students in Primary Education should be introduced to the use of the Internet and multimedia tools. The Foreign Language Teacher must, then, look for aids such as flashcards, tablets, computers, etc., that will make her teaching more efficient.

1. Technological and Pedagogical Aspects of Audiovisual Material

1.1. Visual Aids

Visual aids have two functions in the English class: first, to lessen the gap between the real world and the classroom; and second, to help in the transmission of the contents of language. The most traditional visual aid found in every class, in one form or another, are the boards, chalkboards, or interactive whiteboards. Teachers and pupils can write, draw, or stick pictures and flashcards on them. They can be used to present new language, to practice substitution drills, pronunciation or sentences, to introduce the written form of words, to practice written exercises, and play games. Finally, the teacher must involve the students in the use of the blackboards and interactive whiteboards, since children enjoy writing words, touching the screen, or drawing.

On the other hand, newspapers and magazines are valuable because they are authentic materials that can connect the classroom with the real world. There are many reasons for using them: they are motivating, easy to find, cheap, contents are varied, and they have different-sized letters that can be cut out and used for projects. There are several activities we can ask our students to do, like finding out words or structures they already know, using pictures, extracting information, and using the cutouts from papers to make up their own advertisements.

However, flashcards are pictures or words on a piece of cardboard. They are a useful aid that can be used in different stages of the lesson: for presenting vocabulary, for listening comprehension practice, for drilling, for “silent” dictations, for reviewing vocabulary, or in games.

Real objects such as coins, tickets, clothes, food packets, or Christmas crackers grab the students’ attention because they can manipulate them. Realia materials are a connection between the real world and the classroom. It is useful in a number of ways: for presenting vocabulary, for describing objects, as props for dialogues, in games, role-play exercises, or other drama activities.

1.2. Auditory Material

Auditory material mainly includes speech recordings as dialogues or stories, as well as auditory aids like sounds, noises, musical melodies, and rhythms. Nowadays, the use of recordings in foreign language teaching is essential, and although the teacher’s own voice is the most powerful auditory aid, there are several reasons for using recordings:

They provide a model of English spoken by a native speaker.
They provide a variety of voices and sound effects.
The recording can be played several times.

In the English classroom, auditory material is useful to practice drills, to recognize and identify sounds and intonation patterns, to practice listening comprehension, to listen to songs, and to record the student’s own voice.

1.3. Audiovisual Material

Audiovisual materials have a double advantage because of the visual impact of the image in movement and because of the auditory aid. The main advantage is that language is contextualized, so the students can watch the participants, the setting, and the situation. Nowadays, the most used audiovisual tools in the English classroom are the digital whiteboard and tablets. They are attractive and compelling mediums that have great potential for motivating learners. Anything that the teacher can do on the computer, like watching films or doing project activities, she can also do it on the digital whiteboard and on the tablets but with a touch-sensitive screen.

The interactive whiteboard is an interactive display that is hooked up to a computer and projector. The Interactive whiteboards support the teaching process of foreign languages because it supports interaction and conversation in the classroom, it helps with the presentation of new cultural and linguistic elements and it promotes the oral skills.

2. The Computer as an Auxiliary Resource for Learning

Besides the teaching value of computer programmes, there is the vast communicative potential of the Internet. Internet is the most sophisticated medium of communication today. New technologies attract children and can succeed in motivating them because it offers the possibility to personalize and share the information and tasks so it maximize children’s interests and involvement. ICT also offer a huge range of variety tools for learning a foreign language not only for kids but for teachers as well. When using the computer, the teacher must ensure that the activities and exercises are connected to the curriculum and are appropriate for their level of competence and age. The main risk using internet is that children can copy chunks of texts and present the work of others as their own. In addition, it is vital to have a robust school policy in order to guarantee children’s safety.

Next, I will propose some activities: for example, students can manipulate technology to complete a task, they also can write e-mails and notes or writing compositions. Moreover they can use Internet for finding information for their projects and use software applications. Last but not least, children can write to penfriends via electronic mail or chat through Internet. This provides the students with authentic audiences that serve as motivation for revising and editing their writing and children also develop an interest in other countries and cultures. It also brings to life the whole concept of using English as a vehicle to communicate in an authentic way.

2.2. Useful Applications to Use in the English Language Class

Applications on tablets are great ways for students to practice English and have fun. Now I will present some of them: For practicing grammar rules, there are applications like “Grammar Up”, “Listening Master Lite”, “Busuu” which allow students to test their knowledge on specific topics. These applications also keeps track of students’ progress. Best Colleges Online offers a list of 16 applications for English learners, ranging from basic letter instruction to pronunciation guides. “Duolingo” it is a free language-learning platform that offers all its language courses in English. “Class Dojo” is another application to enable teachers to improve students’ behaviour by giving students realtime feedback using a smartphone or laptop. The system generates behavioural data and insights that students, parents and teachers can engage with. The “Kahoot” application, it is a free game-based learning platform and it is the perfect tool to create discussions, quizzes or surveys related to specific topics either for an assessment or for feedback.

However, in a Webquest, students are given a task and rely on their content knowledge and grasp of English language to complete it. Teachers can create their own or visit Web Quests to access tutorials and databases of pre-created web quests.

The Blog is also a web page which is created by an individual or group where they post their opinions, ideas or information on a topic. In the classroom, they can be used for writing diaries, creative writing, class debate, poetry collections, novel or story reviews.

The Wiki is an online tool in which many people can add, delete, and edit information. It is created for a purpose for a specific group of people to collaborate. In the classroom, they can be used for collaborative projects, planning a class or a school event, there are online study communities too. Moreover, it is a place to post and share grammar notes, adding links to grammar, vocabulary and activities.

3. Conclusion

As a conclusion, I would like to say that nowadays there is a vast variety of materials, so teachers should have knowledge of the pedagogical potential of these resources so as to make their teaching more effective. Besides, today’s world is characterized by technological advances and global communication, facts that we are urged to consider in the learning process of any subject. The use of varied audiovisual and technological material in the English class will bring the learners close to the real world and will improve their communicative competence, the main aim in our current educational law.

Bibliography

The bibliography used to develop this unit includes:

COUNCIL OF EUROPE. (2003). Common European Framework of Reference for Languages. United Kingdom: Cambridge University Press.
EMMER, E.T. & GERWELS, M.C. (2002). Cooperative Learning in elementary classrooms: Teaching practices and lesson characteristics. The Elementary School Journal.
GARDNER, H. (2001): Reformulated Intelligence. Multiple Intelligences in XXI Century. Buenos Aires: Paidós.
HARMER, J. The Practice of English Language Teaching. London: Longman, 2008 (4th ed.)
NUNAN, D. (2010): Language Teaching Methodology. University Press.