Background & Objectives: Audio-visual aids and computer-assisted language instruction (CALI) effects are strong in teaching language components (sound system, grammatical structures and vocabulary) to students of special needs. To explore the effects of the audio-visual aids and CALI in teaching sound system to this class of students by speech language therapists (SLTs), an experiment has been undertaken to evaluate their performance during their study of the sound system course.Methods: Forty students (males and females) of special needs at al-Malādh school for teaching students of special needs in Dhamar (Yemen) range between 8 and 18 years old underwent this experimental study while they were studying language sound system course. Pre-and-posttests have been administered at the begging and end of the semester. Students' treatment was compared to a similar group (control group) of the same number under the same environment. Whereas the first group was taught using audio-visual aids and CALI, the second was not. Students' performances were linguistically and statistically evaluated.
Background & Aims: Teaching speaking skill has always been a part of teaching any language skills as it helps language learners to promote self-presentation. It is known that speaking is a result of listening. Here, we asked if using audiovisual aids and computer-assisted language instruction (CALI) by speech language Therapists (SLTs) could make differences in the performance of the students of special needs. Methods: The performance of forty students (males and females) of special needs between 8-18 years old study speaking at al-Malādh school for teaching students of special needs was compared that of another group (control group) of the same number and similar age. Both groups underwent the treatment by the same SLT except for that with the first group, the SLT used audiovisual aids and CALI but not with the other. Pre-and-posttests have been administered at the beginning and end of the semester (Before and after teaching speaking course). Students' performance was linguistically and statistically assessed. Results: Outlined results revealed a greater pattern of differences between the two groups and this can be clearly seen in the performance of the first group (where audiovisual aids and CALI were used) at the posttest (74.07% vs. 25.52%). In comparison to the males' performance level, the females registered higher scores than those scored by males (1494 vs. 1469). When optimized, these data partially support the idea that using audiovisual aids and CALI are important in teaching language productive skills in general and speaking skill in particular.
Background & aims:Reading is a receptive skill whose importance could involve abilities' variance from linguistic standard. Several evidences support the hypothesis stating that the more you read the better you write, with a different impact for speech language therapists (SLTs) who use audio-visual aids and computer-assisted language instruction (CALI) and those who do not. Methods:Here we made use of audio-visual aids and CALI for teaching reading skill to a group of 40 students of special needs of both sexes (range between 8 and 18 years old) at al-Malādh school for teaching students of special needs in Dhamar (Yemen) while another group of the same number is taught using ordinary teaching methods. Pre-and-posttests have been administered at the beginning and the end of the semester (Before and after teaching the reading course). The purpose was to understand the differences between the levels of the students of special needs to see to what extent audio-visual aids and CALI are useful for them. The two groups were taught by the same instructor under the same circumstances in the same school. Both quantitative and qualitative procedures were used to analyze the data. Results:The overall findings revealed that audio-visual aids and CALI are very useful for teaching reading to students of special needs and this can be seen in the scores of the treatment group's subjects (25.77%, in post-test vs.70.92% in pre-test). In comparison to the scores of the second group's subjects (where audio-visual aids and CALI were not used) (22% in both pre-and-posttests), the first group subjects have fully understood the material of reading and this can be observed in their performance in the posttest. In addition, compared with males, females' performance was better (1371 scores vs. 1466 scores). Qualitative and statistical analyses showed that such comprehension is absolutely due to the use of audio-visual aids and CALI and nothing else. These outcomes confirm the evidence of the significance of using audio-visual aids and CALI as effective means for teaching receptive skills in general and reading skill in particular.
Objectives: To investigate the effects of using audio-visual aids and computer-assisted/ aided language instructions (CALI) in the performance of the students of special needs while studying writing skill, an experimental study was undertaken for this purpose.Methods: Forty students of special needs (Age= 8-18) of both sexes were pre-and-post tested at al-Malādh school for students of special needs. The performance of this group of students was compared to that of another group (control group) of the same number. Both groups were taught writing course by the same speech language therapists (SLT). The only exception was that with the first group, audio-visual aids and CALI were used, while these educative aids were not used with the second group. Both qualitative and quantitative analyses were conducted.Results: There were significant differences in the results of the two groups in the two tests. However, the, the rate of the performance of group 1 (experimental group) was significantly higher after the posttest conducting to test their performance in writing course (at the end of semester) (74.05%) than that of group 2 (control group) (32.5%). Males registered higher scores than females (1483 vs. 1479). These results suggest that using audio-visual aids and CALI when teaching productive skills, notably writing skill to students of special needs is very important as these educational aids improve the level of this class of students.
Objectives: To assess the effect of using audio-visual aids and computer-assisted/ aided language instruction (CALI) in the performance of students of special needs studying vocabulary course. Methods:The performance of forty students of special needs (males and females) who used audio-visual aids and CALI in their vocabulary course at al-Malādh school for students of special needs was compared to that of another group (control group) of the same number and age (8)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18). Again, subjects in the experimental group were given lessons using audio-visual aids and CALI, while those in the control group were given lessons using ordinary educational aids only, although both groups almost shared the same features (class environment, speech language therapist (SLT), etc.). Pre-and-posttest was given at the beginning and end of the semester and a qualitative and quantitative analysis followed. Results & conclusions:Results of the present experimental study's pre-and-posttests indicated that the performance of the students in the first group was higher than that of those of the second group (34.27%, 73.82% vs. 33.57%, 34.92%, respectively). Compared with females, males' performance was higher (1515 scores vs. 1438 scores). Such findings suggest that the presence of these audio-visual aids and CALI in the classes of students of special needs, especially if they are studying vocabulary building course is very important due to their usefulness in the improvement of performance of the students of special needs.
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