Visual Teaching Techniques and the Development of English Language Competencies in Secondary Schools in Cameroon

Abstract

Purpose: The paper underprops the prominence of visual teaching techniques as a teaching method to better engage students during the teaching and learning processes, and to make outstanding endorsements for it to be adopted in all the schools in Cameroon. It is on this prelude that, this study sought to bargain on the positive effects of visual teaching techniques in the development of English Language competencies.
 Methodology: The study used the survey research design which comprises of cross sectional and quantitative designs. Data used was solicited from primary sources; through questionnaires and experimental observation checklist. Sample respondents made up of 52 teachers and 373 form three students selected from government, lay private and mission schools in Mezam Division. The study employed the descriptive and inferential statistics using SPSS version 25.
 Findings: The findings of the study revealed that, the use of visual scaffolding will positively impact the development of English Language competencies. Not only does it act as a burly enhancer for the development of language competencies but it equally develops creative skills, critical thinking skills and problem solving skills.
 Conclusion: Visual scaffolding technique is an asset in teaching English as a second language.
 Recommendations: From the findings this study recommended that, teachers must be prepared and willing to use visual techniques to better engage their students especially with the current trends of events, teachers should be sensitized and trained on the importance of visual scaffolding and the development of competencies in English language.