Using Visual, Aural, and Audio-Visual Materials in EFL Classrooms

Posted on Jun 26, 2024 in Language

1. Introduction: Technology’s Impact on EFL Teaching

Technology has revolutionized the teaching-learning process, and English as a Foreign Language (EFL) education is no exception. The Communicative Approach, emphasized in the Spanish educational system (LOE, LOMLOE, RD 157/2022, Decree 61/2022), encourages authentic materials and activities. This has led to a shift from traditional materials to audio-visual resources like images, videos, and audio recordings.

The Madrid Autonomous Community’s digital investment, including the SELFIE evaluation, highlights the importance of digital competence in schools. This topic explores the use of visual, aural, and audio-visual materials in EFL teaching, the role of computers, and the roles of teachers and students in utilizing these resources effectively.

2. Visual, Aural, and Audio-Visual Materials

2.a. Visual Materials: Engaging Visual Learners

Visual materials bridge the gap between real life and the classroom, particularly benefiting visual learners. Examples include:

  • Flashcards
  • Posters
  • Friezes
  • Realia (real-life objects)
  • English newspapers and magazines (print and online)

Teachers can create their own visual materials using tools like ‘Midjourney’ for images and ‘Canva,’ ‘Flaticon,’ or ‘PowerPoint’ for design. While blackboards remain useful, Interactive Smartboards offer enhanced features like cooperative work, internet access, and learning apps.

2.b. Aural Materials: Developing Listening Skills

Aural materials enhance listening comprehension and cultural awareness. Examples include:

  • Podcasts
  • Voice recordings (using apps like ‘Wondershare,’ ‘The Autorap app,’ or ‘Voki’)
  • Radio programs (e.g., BBC programs for children)
  • Songs (using apps like ‘Lyrics training,’ ‘Spotify,’ or ‘Just Dance’)

Adapting aural materials to different proficiency levels is crucial. Following Rebecca Oxford’s threefold procedure (pre-listening, while-listening, and post-listening) ensures effective implementation.

2.c. Audio-Visual Materials: Combining Sight and Sound

Audio-visual materials provide authentic and contextualized language learning experiences. Examples include:

  • Chroma projects
  • Films
  • Videos
  • Documentaries
  • TV programs

Platforms like YouTube offer virtual tours, immersing students in different cultures. Teachers can create videos using camcorders for feedback, collaboration, or eTwinning projects. Chroma screens allow for creative backgrounds.

It’s crucial to adhere to data protection regulations (GDPR, Organic Law 3/2018) and obtain parental consent when recording students.

3. Computers as Resources in EFL Learning

Computers and the internet have become integral to EFL teaching. Computer Assisted Language Learning (CALL) utilizes computer-based resources for interactive learning, including online courses and homeschooling.

The Flipped Classroom model leverages technology by having students learn the basics online at their own pace, reserving classroom time for practice and production. This aligns with the general objective ‘I’ in RD 157/2022, promoting digital competence.

Online resources for EFL teachers include:

  • Game-based platforms: ‘Genially,’ ‘liveworksheets,’ ‘Wordwall,’ ‘Educalpay’
  • Quiz platforms: ‘Plickers,’ ‘Kahoot,’ ‘Edpuzzle,’ ‘Microsoft Forms’
  • Lesson planning tools: ‘Padlet,’ ‘Symbaloo’
  • Animation tools: ‘Goanimate,’ ‘PowerPoint,’ ‘Toontastic’
  • Comic creation tools: ‘Pixton’
  • Manipulative material creation tools: ‘Flaticon,’ ‘Canva’
  • Accessibility tools: ‘Pictotraductor’ (for students with autism), ‘Classroomscreen’ (for noise control and visual support)

4. Teachers’ and Students’ Roles: Stages for Introducing Audio-Visual Materials

To maximize the benefits of video activities, teachers should guide students through three stages (as outlined by Tomalin):

  1. Comprehension Stage: Introduce the context, pre-teach vocabulary, play the video, and assess comprehension.
  2. Language Study Stage: Analyze language used in specific scenes, focusing on descriptions, vocabulary, and grammar.
  3. Extension and Transfer Stage: Encourage students to use the learned language in various activities (role-plays, dialogues, writing) and apply it to real-life situations.

This approach aligns with the Universal Design for Learning principles emphasized in LOMLOE.

5. Conclusion: Embracing Technology, Prioritizing Ethical Use

Audio-visual materials and technology enhance EFL learning by connecting meaning, pronunciation, and written forms. While technology plays a vital role in developing digital competence, teachers must promote ethical technology use, emphasizing that it should complement, not replace, social interaction.

As Stephen Hawking said, “We are all connected by the internet, like neurons in a giant brain.” However, it’s crucial to remember the message from the documentary ‘Social Dilemma’: “Switch on the screens and children will be switched off.” Let’s use technology wisely to empower our students.

6. Bibliography

  • Nunan, D. (2000). Language teaching methodology. Oxford University Press.
  • Royal Decree 157/2022 establishes the Curriculum for Primary Education.
  • Santiago, R., & Bergman, J. (2018). Aprender al revés. Paidós educación.