Plan: Introduction

Conclusions

Visual aids as an additional tool in the teaching-learning process, when appropriately chosen and designed are important as students are stimulated, motivated and focused on the activities in class, thus enhancing learning. Integration of technology into classroom help the teachers explain concepts and ideas in a meaningful close- to -real- life way. The students’ acquisition and learning improve, the classes become more attractive and interactive, in short, visuals make the materials to be taught clearer and the learning more accessible. The visual aids help English-language learners build their vocabulary, speaking, listening as well as the writing skills, making them more creative and develop their deep thinking. Effective use of visuals can be beneficial and can lead to permanent learning as well as help the content delivery.

As it has been shown in this paper, the benefits of using visual aids in the language classroom have been researched and asserted by scholars over the years. The different approaches to language teaching have used visuals as an important tool in the language acquisition. The overview of studies carried out to prove the importance of visuals in 2L acquisition have helped to state the hypothesis in this research paper. The researchers mentioned here have claimed that visuals help to enhance the language teaching, as well as students’ comprehension of the new input. Visual aids also clarify the meaning of words and messages, help in memorizing new vocabulary, and in gaining students attention.

Summarizing, visual aids are claimed to facilitate the learning process and to improve the outcomes in the language classroom. This paper analyzes the development of a research aimed to prove that multimedia visual aids can help to enhance students’ learning and facilitate teachers’ work. The results of the questionnaires, filled up by students, clearly show their positive attitude towards the use of visuals in the language classroom; what is more, the students indicated their desire to have more classes based on multimedia visuals. At the same time, they also confirm the fact that most of the classrooms were equipped with all the necessary devices. Even though, their use is rather infrequent. The questionnaire handed to the teachers aimed to clarify how frequently they used multimedia visual aids in the classroom, and their thoughts about the real benefits of this type of aids.

The results prove that teachers agreed that the use of multimedia visual aids benefits the classroom dynamics, gaining students attention and increasing their motivation. But they also recognize that they hardly use them on regular basis regular basis. The infrequent use of visuals is justified by the lack of time and unavailability of thetechnological devices. This last statement, in fact, contradicts the students´ assertion that their language classrooms had all the necessary equipment.