Abstract
This article examines the influence of audio-visuals on the linguistic performance of Tunisian EFL learners. To precisely assess the impact of these instructional materials, the researcher adopted a questionnaire design with a population of one hundred students (n = 100), an interview with four (n = 4) EFL teachers, and a number of classroom observations. Statistical package for the social sciences (SPSS) software and mainly Cronbach Alpha, means comparison, descriptive statistics, and one-Way ANOVA were used to analyze the data and to measure the reliability of the research. The outcomes of the study suggested that both EFL teachers and students held positive attitudes toward the use of instructional materials for learning and teaching EFL. Consequently, it was recommended that enough audio-visual tools be provided in the Tunisian preparatory schools.
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Boufahja, I. (2019). Incorporating Audio-Visual Aids in the English Language Classroom in Tunisia: A Case Study. In: Hidri, S. (eds) English Language Teaching Research in the Middle East and North Africa. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-98533-6_30
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DOI: https://doi.org/10.1007/978-3-319-98533-6_30
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