Journal of Effective Teaching Methods (JETM)

ISSN: 2755-399X

Research article
Effectiveness of Audio-visual Materials in Teaching Reading for
Young EFL Learners in Bangladesh
Shayla Sharmin Snigdha1* , Moriom Akter2

1 Khulna university, Bangladesh

2 93, Volarpar Ideal Govt. Primary School, Bangladesh
* Correspondence: [email protected]

https://doi.org/eiki/10.59652/jetm.v1i4.84

Abstract: This article presents the effectiveness of audio-visual materials on young learners’ reading
skills in an EFL context. It aims to see the result of developing their abilities by using audio-visual
materials in the classroom. The study was conducted on 35 students of Tutpara Model Government
Primary School in Khulna, a southern district of Bangladesh. It was an experimental study where a pre-
test and a post-test were given to experiment with the students who were selected randomly. The
students were taught with audio-visual materials for 3 months. The results of the research finds that
there is a progress of the students’ reading skills after the use of audio-visual materials. The students
were able to read out the text with more confidence, could make development in pronunciation and
also could increase their vocabulary knowing unfamiliar words and their meanings. As a by-product,
the learners were more enthusiastic in learning being entertained in the multimedia classroom and gave
full concentration on particular tasks than in their regular class.

Keywords: audio-visual materials, reading comprehension, experiment, EFL learners

1. Introduction
Teaching reading is fundamental for EFL learners as they mostly learn the foreign language
by reading and it is crucial for them. (Debat, 2006:8). As one of the four language skills, its
teaching needs carefully selected materials, activities and methods. Skills in reading enable
learners to achieve academic benefit from educational activities and also to participate in the
social and economic activities in the target language. Beatrice (2008) defines reading skills as
the cognitive processes that a reader uses in making sense of a text. EFL students may face a
Received: November 15, 2023 lot of difficulties to read and comprehend the language due to their unfamiliarity to the
Accepted: November 29, 2023 language. Second or foreign language learners want to visualize what they know from reading
Published: December 19, 2023 in the target language though they do that in their own language. Only the proficient bilingual
readers can understand and relate the L1 and L2. They are aware of the similarity between
the languages, and explicitly transfer information or strategies learned in one language to the
other language as they think aloud. (Jiménez, García, & Pearson, 1996). Second and foreign
language readers apply various strategies to overcome the obstruction in reading. These
Copyright: © 2022 by the authors. Sub- strategies include rewording or repeating an idea from the text in different ways until readers
mitted for open access publication under felt that they had comprehended the idea to the best of their ability and that lasts longer.
the terms and conditions of the Creative Samuels (1979) thinks, repeated reading works positively to develop decoding automaticity
Commons Attribution (CC BY) license with struggling readers.
(https://creativecommons.org/li- 1.1 Teaching Young Learners
censes/by/4.0/).
Teaching young learners is different from teaching adults. Klein (2005, cited in Suganda,
2016) thinks that young children tend to change their mood every other minute, and they find
it extremely difficult to sit still. On the other hand, they show a greater motivation than adults
to do things that appeal to them. Interestingly, Ashworth and Wakefield (2005, p.3) claim that
all young children are highly motivated to learn language. Harmer (2007, p. 81) identifies some
characteristics of the young learners’ learning methods. For example. They respond to
meaning even if they do not understand individual words. They like to learn indirectly rather
than directly, taking information from all sides, learning from everything around them rather
than only focusing on the precise topic they are being taught. Their understanding comes not

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 Journal of Effective Teaching Methods (JETM)
ISSN: 2755-399X

only from explanation, but also from what they see and hear and, crucially, have a chance to
touch and interact with. Harmer (2007, 81) further identifies that they have a limited attention
span; unless activities are extremely engaging, they can get easily bored, losing interest after
ten minutes or so. Young learners may well be involved in creative tasks as puzzle-like
activities, in making things, in drawing things, in games, in physical movement or in songs.
This expectation can be mitigated by using technology in the classroom by which teachers
might engage the learners with learning based on audio-visual materials.
1.2 Using Audio-visual Materials in EFL Classroom
Suganda (2016) identified three important points for success of children in reading: (1)
innovative and suitable approach, (2) effective materials, and (3) parents or teachers’ role.
Technology is ruling the world and doing many wonders in human life. Aligning with
the invasion of the Fourth Industrial Revolution, technologies are rapidly advancing in
various industries, and the educational field is not exempted from embedding technology in
its sector (Mudin, Rahman & Jopony, 2018: p. 3).
Using technology in the classroom is a technique for teaching and learning because in
this modern era, technology plays a vital role and now this method is very beneficial for
teaching language effectively. The audio-visual materials like sounds, pictures, graphics etc.
create a visual effect and reiterates the ideas that can improve the cognitive ability of students
so that they can easily relate it to the practical object. Learning, in this way, lasts longer in
their memory. Teachers have the role as a facilitator and observer in the class so that they can
easily reach them and identify the problems of individual learners. Most of the EFL learners
feel difficulties and anxiety in learning English when they are to read and comprehend new
words. Moreover, students sometimes are reluctant to concentrate on the teachers’ words
because of the detachedness with the target language. For this reason, they fail to know many
words and reading a text becomes too hard for them.
Learning through the audio-visual materials help the learners learn with amusement as it
reduces the anxiety as well as the monotony of following a language class. The term audio-
visual materials are defined by Dike (1993) as materials that do not depend solely upon reading
to convey meaning. They may present information through the sense of hearing as in audio
resources, sight, as in visual resources, or through a combination of senses. (As cited in
Shamsideen, 2016).
The use of media in the classroom plays the most significant role in education, especially
in English language teaching because teaching and learning activities become more interesting
when audio-visual materials are used effectively. Some technologically advanced countries
believed in the enlightenment and power of media technology and that’s why they are going
to adopt such technologies in the classrooms so that students using audio-visual aids may
become highly qualified. (Kurt & Ciftci, 2012) (as cited in Tareen, Manan Khan, et al, 2021,
p. 163-175).
Through, arising some questions, it tries to find out the effectiveness of the given
materials such as: (1) What are the challenges of reading in the primary level School student
of Bangladesh? (2) What are the benefits of using audio-visual materials in the classroom? (3)
How can they develop their reading skill through these audio-visual materials? The paper also
studies the impact of audio-visual materials on students’ reading skill and main purpose to
explore the problems in reading among primary level students and the effect of technology
in language learning as well as the use of audio-visual materials in developing reading skills of
the primary level students.
Learning visually is more effective than only hearing a lecture. Poor reading skills is the
major problem in learning the English language. Students who are unable to read and have
poor efficiency in reading such as poor vocabulary knowledge, word difficulty, poor
knowledge of punctuations, spelling as well as intonation. Besides, the non-usages of audio-
visual materials in the teaching learning process also make their performance inactive and
dull. Natoli (2011) claims that audio-visual materials are important in the teaching and learning
processes because “having seen something, most people remember, for whatever that thing
was, it conjures up an image at a mere mention and can be talked about freely.” (As cited in
Shamsideen, 2016).
Dike (1993) also explained that students forget because of a lack of interest and
opportunities to use the knowledge they have gained later on. Audio-visual resources can
therefore contribute to the clarity of the information presented by allowing students to
visualize what is learned.
1.3 Research Hypothesis

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 Journal of Effective Teaching Methods (JETM)
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Audio-visual materials can help students develop their language skills, especially reading skills.
Students can be able to accomplish reading and its micro skills, and recover their weaknesses
if regular access of audio-visual materials are ensured in the class. In this study hypothesis was
tested at 0.05 level of significance value. If the value of Sig. (2-tailed) was < 0.05, then
Hypothesis accepted, while if the value of Sig. (2-tailed) was > 0.05, then Hypothesis is denied.
Hypothesis: There is a significant difference in student’s performance after completing the
treatment class who are taught by using audio-visual materials in the classroom.

2. Literature Review
Students vary in their choices of learning styles. It is important for both the teachers and the
students to identify the choices to minimize the gap and to ensure the appropriateness
between students’ preferred ways of learning and teachers’ teaching strategies (Haryana,
Astina & Kurniawati, 2020). A Multimedia based classroom is more beneficial for students to
develop their language skills, especially reading skills because through reading comprehension
they can build up their vocabulary; pronunciation as well as background knowledge.
Olagbaju and Popoola (2020) say, “Teaching is a two-way interaction between the
instructor and the learner. The use of audio-visual resources in teaching actively engages both
the teacher and learners in conversation during instruction. Audio-visual technology improves
the quality of learning and students’ learning experience because concepts are easily presented
and comprehended as words are complemented with images and animations”.
Larsen-Freeman and Anderson (2011) supported the idea that technology affords
teaching materials and creates exciting learning experiences for the world of learners. Through
the use of technology, learners can be motivated to master all four language skills.
Kathirvel and Hashim (2020) stated that audio-visual materials are enticing tools for
learners’ eyes and ears that can be used to help teachers to educate the students. They also
added that audio-visual materials are important teaching and learning tools that have been
used by teachers to create a technology-based classroom. It helps both teachers and students
in their everyday teaching and learning process.
Apart from that, Cakir (2006) said that everyone knew very well that audio-visual
materials are a great helper in stimulating and facilitating the foreign language learning
process. According to him, students show more interest in language class with the use of
audio-visual materials as it encourages them to stay focused, and they can relate their learning
to their real life. He also added that, recently, the use of video in English classes had
overgrown because of the increasing stress on communicative techniques.
Smith (2010), Ramadian, Cahyono and Suryati (2019) stated that applying VAK (Visual
Auditory and Kinesthetic) learning styles in a class to accommodate the students’ learning
style preference will likely bring good achievement in English speaking classes. An assessment
of the appropriateness of the VAK learning style is of potential value in helping decide on
the appropriate learning style for improving students’ speaking ability. Learning style is
defined as a person’s learning preferences to apprehend, organize, and process information
and experiences in learning.
Supiyati (2011) asserted that one of the appropriate interventions to enhance students’
speaking skills is the virtual implementation of audio-visual aids. She further adds, students
become more excited when there is the usage of audio-visual aids in their daily lessons in the
classroom and it is a proven fact that teaching and learning have been enjoyed by not just
students but also teachers while teaching them.
Koksal (2004, 63) expects that teachers shouldn’t be so dependent on the board and
textbooks. They can encourage students to be more actively involved in the learning process
through the use of films, which also enable students to be entertained while they are learning
the language in question. Tomalin and Stempleski (1993) think that that videos stimulate
student interest to acquire the target culture, as well as language and claim that video can
communicate meaning better than any other media. Cunning and Wallace (2001) discussed
the usefulness of using videos in language teaching stating that video provides stimuli to the
learners which facilitates an opportunity to the learners to get background schemata of the
subject. Also, the use of videos helps the learners to have an idea of the stress and rhythm
pattern of the target language. Moreover, it allows the learners to predict, infer and analyze
information of the subject matter.
Kishore (2003) determined that audio-visual devices encouraged a person’s thinking and
understanding. These devices have significant effects in the process of learning new things.
Use of such devices makes a strong correlation with better understanding.

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 Journal of Effective Teaching Methods (JETM)
ISSN: 2755-399X

Harmer (2007) says that a range of objects, pictures, and other things can be used as
instructional media to present and manipulate language and to involve students in the
activities. (as cited in Nurmahyuni et al., 2020)
Kinder (1942) states that, with the use of audio-visual resources the learning experience
can be made more real, accurate and active.
Coe et al (2014) assume, “Individuals learn better when they receive information in their
preferred learning style (for example, visual, auditory or kinesthetic)”
The discussion stated above mainly concerns using audio-visual materials for teaching
in the classroom to increase the interaction between teachers and students. Larsen-Freeman
& Anderson (2011) also supported the idea that through the use of technology, learners can
be motivated to master all four language skills.
The study, conducted by Smith (2010), stated that applying VAK (Visual Auditory and
Kinesthetic) learning styles in a class to accommodate the students’ learning style achievement
in English speaking classes. Supiyati (2011) also showed the use of audio-visual aids in
improving the speaking skills of learners.
The present study focuses on the development of reading skills of the young EFL
learners in an institution where mainstream education is given by using traditional textbooks
distributed by the government run organization. This is to understand what impact the audio-
visual materials can create on the young learners in Bangladesh who are used to read and
memorize only for learning a foreign language namely, English.

3. Theoretical Framework
This study is theoretically linked with Behaviorist theory and VAK learning style theory
respectively.
3.1 Behaviorist Theory
Behaviorism believes in a process of mechanical habit formation of the human being for
learning anything. This is a very effective and proven process for human language
development because it incorporates the steps or parameters like stimuli, reinforcement,
reward as well as punishment which can engage a man deeply to change their behavior. Weiss
& Rosales-Ruiz (2014) emphasize ‘Operant conditioning’ is important for learning as it is a
major part of behaviorism which is all about learned and reinforced behavior and, therefore,
something is learned through reward or punishment.
The way infants develop oral language can be explained from Behaviorist point of view.
They learn it from other human role models through a process involving
stimulation/modeling, imitation, rewards, punishment, and practice. (Reutzel, 2015, p. 38).
Both Operant conditioning techniques and classical conditioning techniques could have
been also applied in education sector to shape the students’ behavior in classroom. If they
can communicate perfectly in English and can accomplish a good command of it, it will be
source of motivation for them that could be considered as a reward. Through this technique,
students will understand the task and will be interested to analyze the comprehension. Here
audio-visual materials function as stimuli that reinforce the students’ to response their
performance. Similarly, teachers can raise students’ attention through audio-visual materials
such as, by playing music, watching movie and asking the questions.
“While students are reading, the teacher rings a bell when every bold word is read. Soon
students will begin to tap their pencil whenever a bold word is read, in addition to all the
instances of ‘the’. This activity shows how quickly classical conditioning can take effect”
(Leonard, 2018).
3.2 VAK Learning Theory
VAK learning style theory is designed to describe how distinct types of learners process
information. The VAK learning style was pioneered in 1987 by Neil Fleming. VAK stands
for visual, auditory, and kinesthetic (tactile). The theory tries to establish that learners usually
prefer to learn through any of these sense channels (UK Essays, 2018).
The use of an audio-visual system in the classroom makes the learners much quicker to
get the information. As the information is visually presented in front of them it is remembered
for a long time and they can connect the visual image with the real object. Huda (2015) states
that visual, auditory, and kinesthetic learning styles (VAK) are multi-sensory learning styles
that involve three elements of learning style: sight, hearing, and movement. This model seeks
to combine these three components in developing students’ skills in learning activities.

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 Journal of Effective Teaching Methods (JETM)
ISSN: 2755-399X

Visual ways create scope to learn through seeing which can be done best by presenting
visual displays. Displaying pictures, images, videos, graphics, and even the teacher’s activities
may be included in it to see how the learners respond to them.
Auditory ways inspire to learn from listening that may include recorded speech or music,
song, and sometimes teacher’s lectures. Students can easily involve in auditory stimuli that
help them to read fluently and oral presentations. They can understand the intonation,
stressed, and unstressed sound, rhythm and make them correct from hearing those auditory
materials.
Kinesthetic learning means learning through moving, doing and touching. Here, learners
prefer learning from physical approach or take information from movement. They can
observe or feel the incidents by touching. It can be an imitation process in which students
learn through imitation or practice with the teacher.
These two theoretical foundations make the learners more active and increase their
interest in the classroom.

4. Materials and Methods

This was an experimental type of research and adopted a pre-test and post-test on reading.
Both Quantitative and qualitative approaches have been applied in this research. Participants
have been chosen from the students of grade 4 and 5 from Tutpara Government Primary
School of Khulna Sadar area. This area has been selected purposively for its central location
and an easy access of the researchers to that place.
4.1 Participants
A total of 35 students were selected randomly from grade 4 and 5 as the participants of this
research to observe and find out their reading capacity and learning process. Treatment was
given for three months by applying audio-visual materials in the classroom.
4.2 Instrumentation
Three methods were used for collecting data in this research; these were observation, pre-test
and posttest of reading. Through this process the researcher finds out the impact of using
audio-visual materials on the students’ reading skills and identified the changes after treatment
class.
4.3 Procedure
The researchers gave a reading test before conducting the experimental class for the post-test.
They answered some questions on multiple choices; filling in the gaps, matching, synonymous
words, vocabulary, etc. After the pre-test, the researchers took a three-month long treatment
to experiment on their achievement by using audio-visual materials. Finally, a post-test was
given to find out student’s development or changes after giving treatment. The test contained
four different sectors and another segment the oral test had been added after post-test
activities to see the result of their reading capacity.
4.4 Data Collection Technique
In this research, the quantitative and qualitative data were collected through:
• Observation
• Pre-test – post-test results
• Reading test by using audio-visual materials in the classroom
4.4 Observation
Observation was the first process for this experimental research. At first, the researcher
observed the teaching and learning system in the school and students’ learning capacity as
well as their eagerness to follow the traditional system. Before applying the audio-visual
materials in the classroom, a pre-test was given and conducting the classes was started by
using those materials. To apply this treatment to students, they were observed in every class
and data of the observation was recorded. It was observed whether the students were
interested or not to attend the class, and how they were enjoying and responding to the
system.
Figure 1 shows the researcher’s role in the classroom while observing the teaching and
learning techniques, students’ behaviour or attendance.

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 Journal of Effective Teaching Methods (JETM)
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Figure 1. A researcher in the class

4.4 Pre-test and Post-test Design
The test was a process to measure the learners’ understanding levels and skills in a particular
issue through some oral or written procedures. In this experimental research design, testing
was also needed to collect the data on students’ reading comprehension skills by applying
audio-visual materials in the classroom.
Before taking the treatment class, the participants attended a pre-test that revealed the
student’s ability in reading comprehension. The pre-test consisted of 5 different items with
true/false, multiple-choice questions, matching etc. It was arranged to know about the level
of performance of the students in the pre-treatment condition. After the pre-test, the students
were under the treatment class for three months through using new technology means the
audio-visual materials. Audio-visual materials were used in the classroom; students watched
videos and listened to audio clips. A laptop and an overhead projector were used in the
classroom to display some videos, and images with audio clips. The students wrote down the
unknown words from the videos and the researchers solved the problems if they faced any
like helping them to understand the meanings of the words or to pronounce them. After
teaching a comprehension there had some question-answer sessions for practice.
Figure 2 shows students when they are taking the test in the classroom. Appendix A
shows the questions for the pre-test.

Figure 2. Students are taking the test

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Finally, to see the result of their condition after conducting the treatment class by using
audio-visual materials, the post-test was given to compare their performance on two different
tests. The post-test consisted of four different items like fill in the gaps, multiple choice
questions, and word meaning. Both the pre and post-test were given of 20 marks. Appendix
B shows the questions for the post-test.
4.5 Student’s Reading Test
It was kind of oral test that students were assigned to read aloud a particular comprehension
individually in order to understand their reading ability. This segment bearing 10 marks was
added after completing the posttest. The test was given in sound proof room for recording
the student’s voice. They had read out the selected passage which had been recorded with the
help of an audio recorder. The purpose of this segment was to see the students’ improvement
in reading skills and to measure their fluency, pronunciation, punctuation as well as intonation
during reading a passage.
4.6 Variables in the Study
Variables in the study include independent and dependent.
Independent variable. The audio-visual materials were an independent variable in this
research.
Dependent variable. The improvement of their reading skills is considered as dependent
variable
4.7 Data Analysis
In data analysis the researchers found out the differences between pre-test and post-test
through collected data. The effect of using technology in the treatment class was deeply
analyzed from observation. To compare the before-after test result, t-test formula was
applied.

5. Results and Discussion

5.1 Pre-test and Post-test Frequency
Table 1 shows the average scores of the students in the pre-test as well as in the post-test.
The mean values of the pre-test of 35 students was 9.94 and the mean values of the post-test
which was conducted after using audio-visual materials in the classroom is 17.09. The increase
in mean scores from the pre-test to the post-test (9.94 to 17.09) suggests that, on an average,
students performed better after being exposed to audio-visual materials in the classroom.
Table 1. Student’s Mean Score
Mean Values of Student’s Performance Pre-test Post-test
9.94 17.09
Max 16.5 20
Min 5 8
In pre-test the minimum score was 5 that increased in post-test into 8. Similarly, in pre-
test the maximum score of student was 16.5 that increased in post-test into 20. The overall
pattern of results suggests a significant positive change in student performance between the
pre-test and post-test. The utilization of audio-visual materials in the classroom appears to
have a positive impact on students, as evidenced by higher mean scores and a broader
distribution of scores in the post-test.
Pre-test Frequency: It was a sudden test to see the student’s basic skills of reading in pre-
action stage before they were under the treatment classes
Table 2 displays the number of students who obtained specific scores in the pre-test
conducted before using audio-visual materials in the classroom. For instance, 7 students
scored 9, 6 students scored 11, and so on.
Table 2. Range of pre-test score
Pre- test Frequency
Obtained Scores Number of Students
5 1
6 2
6.5 1
7 2
8 3
9 7

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10 4
11 6
12 5
13 1
14 2
15 0
16 0
16.5 1
Low Scores: The presence of scores such as 5, 6, and 7 indicates that a portion of students
initially performed at a relatively lower level in the pre-test.
Average Scores: The range from 8 to 13 suggests that a considerable number of students
achieved scores around the average range. The concentration of scores in the 8 to 13 range
suggests that the majority of students attained scores within this average band during the pre-
test.
Higher Scores: The absence of scores beyond 14 implies that only a few students initially
performed exceptionally well.
Post-test Frequency: The test was given after completing the treatment class using audio-
visual materials. The test was administered in the same question format as had been used in
the pre-test.
Table 3 displays the number of students who obtained specific scores in the post-test.
For instance, 15 students scored 20, 5 students scored 19, four students scored 16, three
students scored 12 and 2 students scored 18 and so on.
Table 3. Range of post-test score
Post- test Frequency
Obtained Scores Number of Students
8 1
9 1
10 1
11 0
12 3
13 2
14 1
15 0
16 4
17 0
18 2
19 5
20 15
Low Scores: No student scored such as 5, 6, and 7 which indicate that no student
performed at a relatively lower level in the posttest.
Average Scores: The range from 8 to 13 suggests that a considerable number of students
achieved scores around the average range. The concentration of scores in the 8 to 13 range
suggests that some of students attained scores within this average band in the posttest.
Higher Scores: Many students scored in the range of 16 to 20. A notable proportion of
students achieved the highest score of 20 in the posttest.
It can be assumed that in the post-test stage, students’ scores were increased significantly
because the teaching process helped the students to learn spontaneously and to learn with
amusement. They were more active and cheerful when the visuals were shown on the screen.
The results of post-test also show the improvement that most of the students earned the
highest score. They were equally calculated in 20 marks as in the pre-test. These significant
differences between the pre-test and post-test show that the hypotheses are accepted. It can
be shown in the pie charts given below (figure 3).
The figure shows the students’ pre-test frequency result before applying audio-visual
materials in the classroom. In this stage, 20% of total 35 students obtained average marks
which is 09 and 17% students obtained 11 out of 20. 11% students comparatively got less
marks in the pre-test.

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 Journal of Effective Teaching Methods (JETM)
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Figure 3. Pre-test Frequency

Figure 4 illustrates the percentage of students’ post-test frequency result which shows a
large number of students, almost 43% of total 35 students, obtained the highest scores of 20.
And 14% of the students obtained 19. Most of the students have the higher level of attention
and only 3% of the students scored comparatively poor. It clearly depicts that overall students
have performed well and improved their scores in comparison to pre-test scores and the use
of audio-visual materials helped them in a considerable amount.

Post - Test Frequency

8 9 10 11 12 13 14 15 16 17 18 19 20

3% 3% 3% 0%

8%
43% 6%
3%
0%
11%

6%
14%

0%

Figure 4. Post-test Frequency

The pie charts, Figure 3 and Figure 4, visually represent the distribution of students'
scores in the pre-test and post-test stages, respectively. A significant portion (20%) of students
obtained average marks (9 out of 20) in the pre-test.17% with above-average scores where a
substantial proportion (43%) of students achieved the highest scores of 20 in the post-test. A
notable percentage (17%) scored 11 in pre-test, indicating above-average performance where
in post-test a significant percentage (14%) obtained 19, indicating a high level of proficiency
in reading skill. A notable percentage (11%) scored comparatively lower marks in the pre-test
where only 3% of students obtained comparatively lower scores in the post-test.
Remarkable Improvement: In summary, the pie charts provide a clear visual representation
of the shift in student performance from the pre-test to the posttest .The post-test pie chart
demonstrates a significant shift towards higher scores, particularly with 43% achieving the

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maximum score. The clear increase in percentages for top scores suggests that the use of
audio-visual materials in the classroom contributed to improve student’s reading skill.
5.2 Results of Observation
From the result of students’ reading test, it can be concluded that there were 22 participants
who read out the particular passage. On the basis of their performance, they were categorized
into three distinctive grades – good, medium and low. Through this oral test, researcher
observed their pronunciation, punctuation, fluency and intonation. In table 5, the mark ( )
sign indicates the students’ accuracy that there had no notable mistakes in their performance.
The rest of the students made some mistakes in pronunciation and punctuation. In another
segment of fluency and intonation they were categorized in three different ways. The students
who achieved the higher range of scores 7 to 10 out of 10, they obtained “good” grade. In
this way, 4 to 6 scores students categorized in “medium” level and below 4 scores students
graded in “low” level. Table 4 shows the analysis of students’ reading test.
Table 4. Students’ Reading Test
Number of participants Observed mistakes during the student’s reading

Pronunciation Punctuation Fluency Intonation

Participant 1 1 ✓ good good
Participant 2 ✓ ✓ medium medium
Participant 3 ✓ ✓ good good
Participant 4 ✓ 1 medium medium
Participant 5 6 2 medium medium
Participant 6 6 1 low low
Participant 7 2 1 low medium
Participant 8 2 2 good good
Participant 9 3 1 medium good
Participant 10 2 2 medium medium
Participant 11 2 2 medium medium
Participant 12 ✓ ✓ good good
Participant 13 3 2 medium medium
Participant 14 4 2 low medium
Participant 15 1 ✓ good good
Participant 16 2 1 low low
Participant 17 2 1 good medium
Participant 18 1 2 medium low
Participant 19 ✓ ✓ good good
Participant 20 1 ✓ good good
Participant 21 7 3 medium medium
Participant 22 3 4 low low
Further, let’s analyze the criteria for the reading test. We considered three criteria. They
were the following: good, medium, and low. Table 5 shows the analysis of criteria for the
reading test and their range of scores.
Table 5. Criteria for Reading Test
No. Range of Scores Criteria
1 7-10 good
2 4-6 medium
3 0-3 low

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5.3 Hypothesis Testing

The hypothesis is tested by comparing the pre-test and post-test data on particular task
which are displayed in Table 6.
Table 6. Analysis of t-test of Students’ performance
t-Test: Paired Two Sample for Means
Pre-test condition Post-test condition
Mean 9.94 17.09
Variance 6.335 13.846
Observations 35 35
Hypothesized Mean Difference 9.94 17.09
Df 34
T Stat 11.32
P(T<=t) one-tail 0.000
T Critical one-tail 1.69
P(T<=t) two-tail 4.44
T Critical two-tail 2.032
Table 6 shows that the mean result for pre-test is 9.94 and for post-test, it is 17.09. The
pre-test mean reflects scores before using audio-visual materials, and the post-test mean
reflects scores after three months of using such materials. The mean value of t-test basically
stands for average score. So, this result shows that use of audio-visual materials has increased
the average score of the students. The table also shows that the variance of the scores of the
pre-test is 6.335 increasing to 13.846 in the post-test. It implies higher deviations from the
mean. It could be assumed that the variability of the scores have increased due to the
treatment with the audio-visual materials. The results of the post-test show a comparatively
lower number of students scoring less than 10, comparatively higher number of students
scoring 10-19, and a good number (15) of students scoring full marks (20). The implication is
that the use of audio-visual materials has brought a significant change on an average in the
reading performance of the students.
According the rules of t-test:
• If the P-value is below the conventional significance level of 0.05, it signifies a
noteworthy distinction between the mean values. This means that there is a
substantial variation in student’s performance before and after using audio-
visual materials in the classroom.
• If the P-value exceeds the established significance level of 0.05, the null
hypothesis will be accepted which indicates that there is no substantial variation
in student’s performance before and after using audio-visual materials in the
classroom.
From the table, we can see that the P-value for one tailed form of t-test is 2.22134E i.e.
0.000 level of significance which is less than 0.05 and the P-value for two tailed t-test is
4.44267E-13 or 0.000 which is also less than 0.05. So, P-values for both one-tailed and two-
tailed t-tests are less than 1% level of significance. Therefore, according to the rule of t-test
the result of the t-test of pre-test and post-test signifies a noteworthy distinction between the
mean values. This means that there is a substantial variation in student’s performance before
and after using audio-visual materials in the classroom.
The result implies that the mean difference of t-test is statistically significant at 1% level.
Post condition of using audio-visual materials improved the reading skills significantly.
As the P-value of the test (4.44267E-13) is less than the standard significance level of
0.05, the researcher can reject the null hypothesis because the hypothesis is proved.
5.4 Research Findings
The study aimed to compare students’ performance before and after using audio-visual
materials in the classroom. The results were analyzed using a t-test, and here are the key
findings.
• It was observed that the students enjoyed the screen images, videos and the
sound for learning the lessons in the class room.
• Before applying those materials, they were not too much active and did not pay
proper attention to their task.
• Students were found more active and could easily understand the lesson during
three months treatment class.

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• Audio-visual materials are proved to be very effective in stimulating and

facilitating the foreign language learning process (Cakir, 2006). In the study, it
was found that students were more enthusiastic in language class with the use
of audio-visual materials as it encourages them to stay focused, and they can
relate their learning to their real life.
• In the pre-test, students on average scored 9.94 and in the post-test after using
audio-visual materials in the classroom, they scored 17.09. This suggests that
students performed better after experiencing audio-visual aids in their learning
and they are very effective for increasing student’s reading skill.
• The t-test results show that there is a substantial improvement in student
performance when using audio-visual materials in the classroom. That means
audio-visual materials are very effective for increasing student’s reading skill.
• In the post-test the students made lesser mistakes (✔) in pronunciation and
punctuation. Only few students had medium or low performance levels in
reading comprehension skills.
• The results suggest a significant positive change in student performance from
the pre-test to the post-test. Therefore, students, on an average, showed
improvement after being exposed to audio-visual materials in the classroom. It
is evident that students did better after the treatment class with audio-visual
materials. The average scores went up, and there is a noticeable improvement
across the range of scores, indicating positive effect of using audio-visual
materials in the classroom.
• The shift from the pre-test to the post-test in higher scores, especially with 43%
of the students’ achieving the maximum score (20 out of 20), highlights the
positive effect of audio-visual materials on students’ overall improvement in
reading skills.
So overall, the finding shows that the use of audio-visual materials in classroom can
increase their reading skills and accelerate them to be more active.
5.5 Implications of the Study
• The findings suggest that incorporating audio-visual materials in the classroom
enhances student engagement and attention. Educators can consider integrating multimedia
elements to create a more interactive and dynamic learning environment.
• The study indicates a significant improvement in students’ reading skills after
exposure to audio-visual materials. Teachers and curriculum designers may consider
incorporating multimedia content to improve reading proficiency.
• The positive impact observed after three months of using audio-visual materials
implies that continuous implementation is beneficial. Schools and educators should integrate
multimedia elements into their regular teaching practices.
• The oral test results highlight the importance of focusing on pronunciation and
punctuation. Language instructors should design activities or lessons that specifically address
these aspects to enhance overall language proficiency.
5.6 Recommendations
Based on the findings of this study, researcher has some recommendations to develop
the students’ language skills:
• To maintain students is difficult if the teacher does not follow any technique or
creativity in the classroom. To grab their attention teacher should be more careful and
creative.
• For arranging a multimedia classroom all the necessary materials are required, so
materials should be available always.
• The teacher should assure that the multimedia classroom is free from any chaos
and sound proved so that students can listen carefully and give proper attention.
• During English class, L1 interference should be avoided as much as possible
• Teacher should continue the process of using audio-visual materials in the
classroom
• Teacher also should participate in the activities with the students while using the
materials
• Students should practice more and more on comprehension to increase the
fluency.

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5.7 Limitations of the Study

The research is a small scale study. A larger number of sample could have been more
convincing. Another limitation of the study is that no control group has been formed in the
experiment. The presence of a control group could open scope for comparison of the
experiment and the control group. It could reveal the impact of the audio-visual materials in
a more realistic way. Due to the scarcity of class-schedule and other technical support the
range of the study has been limited.

6. Conclusions
The use of technology in classroom has tremendous significance in learning a language.
Students have learnt with joy and were more active. Audio-visual materials supported students
to learn the particular lesson. After three months treatment class, they were able to read
English text comparatively fluently. The objectives of the study were to find out the impact
of audio-visual materials on reading skills development in primary level students and the result
of posttest shows the significant improvement as well as their performance in the classroom.
The pre-test and posttest mean score has been increased from 9.94 into 17.08 that indicate
that, the treatment was significant for students by using those audio-visual materials in
classroom. More than half of the students obtained highest scores in posttest. The hypothesis
of the study was to find out the students’ capacity to accomplish reading and its micro skills,
and recover their weaknesses if regular accesses of audio-visual materials are entered in the
class that has been proved and it can be said that using audio-visual materials develops young
EFL students’ reading skill significantly.
In Bangladesh, generally primary school students are habituated to their board-suggested
textbooks which is mainly based on chalk and talk approach. But in a digital era, the process
of teaching system should be changed and teachers should make them familiar with these
new trends and technologies by using audio-visual materials in classroom. But technologies
are not properly used at school because of the paucity of audio-visual teaching resources.
Sometimes students become bored with their regular classes. So, these materials can be a
good solution to the problems related to reading skills in Bangladesh as well as to any EFL
context.

Supplementary Materials & Data availability statement: Figures, Tables, Videos

Author Contributions: 1. Shayla Sharmin Snigdha: Designing the research, writing the review
and editing 2. Moriom Akter: Data collecting and analyzing , drafting.

Funding: This research received no external funding.

Acknowledgments: We owe to the authority of Tutpara Government Primary School, Khulna

and the students of the school who participated in the study for their co operation and all types of
support.
Conflicts of Interest: The authors declare no conflict of interest

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Appendix A. Question for Pre-test.

Name:____________ Class:___________ Date:___________

Reading Comprehension Test

Time: 1 hour

Marks: 20

Directions: Read the passage. Read each question and mark or write the correct answer.

Read the text carefully:

Hello, this is Mita. I live in Khulna. I live in a house with my father, mother and brother.
I am nine years old and I read in class four. Yesterday was my birthday. On my birthday, my
father bought me a mango tree as a birthday gift. I was very happy to get it from him because
I know that tree is our true friend. Trees are the main source of Oxygen. We cannot live
without oxygen. It also helps in absorbing dust and other pollutants from the air and keeps it
clean. Every part of a tree is useful to us. So it is undoubtedly a very precious gift for me.
Next day, I along with my father planted the tree in front of our house I was so excited
to do that. After planting it, my father put a fence around it. I water the tree every morning.
A. Choose True or False:

Mita is from Khulna True False

She is 9 years old True False

Trees help in absorbing Oxygen True False

Her father bought her a banyan tree True False

B. Choose the correct answer from the option

I. How many members are there in Mita’s family?

a) 3 b) 4 c) 5 d) 2

II. Mita’s father bought her a________

a) book b) doll c) cake d) mango tree

III. Which one is not true?

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a) Trees give us Oxygen

b) Trees keep in absorbing pollutants

c) Trees Keep the water clean

d) Trees give us fruits

IV. Who helps in absorbing dust?

a) Air b) Tree c) Oxygen d) Mita

C. Answer the questions:

1) In which class does Mita read in?

2) Why did her father give her a mango tree?

3) How does tree keep clean the air?

4) What does tree do to us? Write 3 (three) sentences on it.

D. Find out the following words in the passage and underline them

a. Eight e. Pollutant

b. Absorbing f. Friend

c. Dust g. Planted

d. Undoubtedly h. Excited

E. Match the words with the parts in the opposite box:

i. Gift a) Happy

ii. Absorbing b) Enclose the area

iii. Dust c) Put seeds in ground

iv. Excited d) Powdery substance

v. Friend e) Harmful substance

vi. Planted f) Present

vii. Fence g) Source

viii. pollute h) Keep

i) A close relationship

j) Take up

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Appendix A. Question for Post-test.

Name: Class: Date:

Reading Comprehension Test

Time: 30 min

Marks: 20

Directions: Read the passage. Read each questions and mark or write the correct answer

Read the text carefully:

Hello, I am Sakib. I live in Dhaka. Last February I went on a visit to the Bangla
Academy Book Fair along with my parents and younger brother. It is the biggest and most
gorgeous book fair in the country. Bangla Academy Book Fair is organized every year. I also
visit a book fair organized in my city because I am a book lover. I have read a lot of books
so far. Most of them are bought from the book fair. Whenever I get some time, my first
priority is to read books. Reading has improved my thinking pattern, understanding and
knowledge. There were thousands of visitors coming to the Fair. There were rows of
bookstalls beautifully decorated in the Fair. The premises of Bangla Academy took a festive
look. We visited a lot of stalls and bought a number of books: there were storybooks,
science fiction, and autobiographies. My father is particularly fond of autobiographies and
he suggests we read these books. My younger brother and mother bought some books for
the children. The popularity of book fairs is increasing day by day with the advancement of
civilization.

A. Choose the correct answer from the option:

1. Where does Sakib live in?

a. Khulna b. Dhaka c. Sylhet d. Rangpur

2. Where did Sakib go last February?

a. Dhaka National Zoo

b. Bangla Academy Book Fair

c. Lalbagh Kella

d. Sonargoan

3. There were thousands of visitors coming to___________

a. the programme

b. the Fair

c. the village Fair

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4. Which one is not correct?

a. Sakib is a book lover

b. Sakib does not want to read any book

c. Sakib reads a lot of books

d. His first priority is to read books

B. Answer the questions:

1. What is the name of the book fair?

2. By whom is it organized?

3. What is the importance of a book fair?

4. What types of books are available at the fair?

C. Find out the following words in the passage, underline them and guese their
meanings:
Book lover, Autobiography, Decorative, Premises, Priority, Gorgeous,Festive,
Civilization

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