Academic literature on the topic 'English literature – Study and teaching – Audio-visual aids'
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Journal articles on the topic "English literature – Study and teaching – Audio-visual aids"
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A, Alqahtani Mofareh. "The Use of Technology in English Language Teaching." Frontiers in Education Technology 2, no. 3 (August 30, 2019): p168. http://dx.doi.org/10.22158/fet.v2n3p168.
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The application of modern technology represents a significant advance in contemporary English language teaching methods. Indeed, Mohammad Reza Ahmadi (2018) maintains that electronic teaching programmes have become the predominant preference of instructors since they arguably boost positive student engagement with teachers and incentivize overall English language learning. Most contemporary English language teachers now actively incorporate a range of technological aids designed to facilitate optimum teaching delivery. The current research therefore addresses various elements of the technology used in English teaching by devising innovative curricula which harnesses recent scientific and technical developments, equip instructors with the technological skills to ensure effective and quality subject delivery, provide technical media such as audio-visual and modern technical programmes, and create student-teacher platforms which maximize positive language learning outcomes. For the purposes of this study, the relevant literature has been reviewed, technology defined linguistically and conventionally, and correlation with modern teaching skills fully evaluated. In light of this, the researcher outlines the fundamental research problem, elucidates the significance of the research objectives and hypotheses, and presents the findings. The paper concludes by offering a number of recommendations which may further contribute to the improvement of teaching methods by advancing the widespread application of modern technology.
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Islam, Md Zohorul. "Shift of English Literature Learning from Classroom to Online: Preferences and Attitude of Bangladeshi Undergraduate Students." Elsya : Journal of English Language Studies 3, no. 1 (February 16, 2021): 1–7. http://dx.doi.org/10.31849/elsya.v3i1.5869.
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This paper explores the English Literature classes that are taught online in Bangladeshi universities and the attitude of the students towards these classes. The new-normal after the Covid-19 outbreak forced the students to attend classes online and their experience about the English Literature classes are investigated in this research. The total number of participants for this study was ninety-seven. The research was conducted on the students of the Department of English in four private universities in Bangladesh. A survey questionnaire was prepared consisting of twenty questions to collect the data online. The data was analysed with quantitative method of research. Digital statistical software Microsoft Excel used for the data analysis. The research finding shows that the students find poetry and short story classes effective and engaging in online classes but showed unfavorable attitude towards novel and drama classes. The results also show that the students want more opportunity to share their opinion in the class and preferred visual aids in online classes. This study implies that while the instructors and the students are going through an unprecedented challenge of learning English Literature in online classrooms, the obstacles can be mitigated through increasing interactive classroom discussion and precise use of multimedia tools while teaching different genres of English Literature.
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Et.al, Charanjit Kaur Swaran Singh. "Review of Research on the Use of Audio-Visual Aids among Learners’ English Language." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 11, 2021): 895–904. http://dx.doi.org/10.17762/turcomat.v12i3.800.
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This paper reviews the literature on the use of audio-visual to improve lower proficiency learners’ English Language. Audio-visual aids have been very beneficial to make learning interesting among the English as a second language (ESL) because it facilitates learning. Teachers have to be innovative in their pedagogy approach to make language teaching effective. Today, teachers are no longer dependent on traditional method of teaching instead they have adapted different techniques to teach language. Past studies have reported that teachers opted to use audio-visual because students showed less interest towards English language, students view English language as subject to fulfil the examination requirement, students’ displayed reluctance to speak due to their fear to make mistakes in pronunciation and other. Hence, this paper further analyses the need to investigate the issues that are related on the usage of audio-visual aids to the teaching of English language which needs immediate attention.
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Khan, Irfan Ullah, Muhammad Saqib Khan, and Haroon Rehan. "IMPACT OF AUDIO-VISUAL AIDS ON TEACHING LEARNING PROCESS OF ENGLISH LANGUAGE AT PRIMARY LEVEL." Journal of Social Research Development 01, no. 01 (June 30, 2020): 71–77. http://dx.doi.org/10.53664/jsrd/01-01-2020-06-71-77.
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English is an international language and plays a pivotal role in our education system that is why different methods are used for English language teaching learning process at primary level to improve learning teaching process, that is why the present study was conducted to highlight the audio-visual aids’ role in process of teaching learning at the level of primary education. All the teachers and head teachers of Southern Districts Primary schools in Khyber Pakhtunkhwa were study population. The study sample consisted of 100 head-teachers (50 female and 50 male) and 300 teachers (150 males & 150 females). By nature, the study was survey, researcher developed personally instrument to collect data from respondents and thus analyzed, tabulated, and construed the data in the light of study objectives. The statistical tools like mean and SD were used for data analysis. The present study highlighted that audio visual aids make the learners able learn English language easily and in an interested way.
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Li, Ying, and Taylor Somlak. "The effects of articulatory gestures on L2 pronunciation learning: A classroom-based study." Language Teaching Research 23, no. 3 (September 30, 2017): 352–71. http://dx.doi.org/10.1177/1362168817730420.
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Research on second-language (L2) speech acquisition suggests that audio-visual aids could be effective in helping learners acquire difficult L2 speech sounds (Li, 2016a). However, most previous studies have been restricted to laboratory settings rather than the classroom environment. The present study, therefore, was designed to fill this knowledge gap by analysing the effectiveness of audio-visual aids, particularly articulatory gestures, in teaching L2 speech sounds in actual classrooms. The participants were students from two classes of non-English majors who had severe difficulties with the differentiation of /θ/–/s/ and /ð/–/z/. ‘Read-aloud’ tasks were employed for pronunciation tests. The baseline data of the students’ pronunciation of the two contrasts was collected with a pre-test, and the intuitive–imitative approach was adopted for teaching. Specifically, the students were exposed to seven audio- or audio-visually recorded poems (one poem per week over the course of seven weeks) containing the target contrasts. The students in Class 1 were taught with the audio-recordings without images of the speaker’s face being displayed; in contrast, students in Class 2 were taught using audio-visual recordings, which allowed them to observe the speakers’ articulatory gestures of /θ/–/s/ and /ð/–/z/. To detect the teaching effect, a post-test was carried out after the teaching programme was completed. A delayed post-test was conducted one month after the post-test. Comparisons with the respective pre-test results indicated that students in Class 2 had a significant improvement in the pronunciation of the target contrasts in the post-test, whereas those in Class 1 did not. In the delayed post-test, neither class showed any significant difference in the pronunciation performance in comparison with the post-test. The findings, therefore, confirmed the effectiveness of exposure to audio-visual aids in teaching L2 pronunciation.
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Irmawati, Irmawati, Muhammad Ihsan, and Rasmi Rasmi. "UTILIZING AUDIO VISUAL AIDS TO IMPROVE ENGLISH SPEAKING SKILL FOR THE EIGHT GRADE STUDENTS OF SMP NEGERI 3 BANAWA." Datokarama English Education Journal 1, no. 1 (August 26, 2020): 61–72. http://dx.doi.org/10.24239/dee.v1i1.6.
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This study aims to improve the speaking skill of the eighth grade students of SMP Negeri 3 Banawa in the use of audio visual aids. This research was conducted through action research consisting of two cycles. The data were obtained from observation during the implementation of the action; interview with Teacher of English and the eighth grade students from class VIII A; and discussion with Teacher of English. Data in the form of field notes, interview transcripts, and photographs. The validity of the data is obtained by applying utilization Audio Visual Aids, results and processes. The results show that there was an increase in students' speaking skills through the use of audio visual aids. The audio-visual tool used in this study was video and slide. Videos were taken from youtube.com in the form of dialogue in certain expressions. These videos can attract students' attention and increase their learning motivation. Students can have a better understanding of the use of English in real situations when they learn appropriate Englishlanguage models through audio-visual aids (video and slide). Students make improvements in several aspects of speaking skills, such as fluency and comprehensibility. They are more confident in speaking English. They actively participate during the teaching and learning process. In addition, they did not hesitate to ask the teacher when they found difficulties. The research findings are also supported by the results of students' speaking achievement which increased from 57.78 in cycle I to 72.67 in cycle II.
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Bajrami, Lumturie, and Vjosa Vela. "Technology enhanced learning in EFL classrooms." Global Journal of Information Technology: Emerging Technologies 7, no. 2 (August 13, 2017): 65–70. http://dx.doi.org/10.18844/gjit.v7i2.2230.
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Abstract
As a result of the many changes and innovations in technology, new changes and methods are used in educations and especially in language teaching. In order to offer and create successful classes language teachers, especially English language teachers are using different audio-visual tools to facilitate the teaching process, besides textbooks and other interesting and engaging activities, which ensure student centeredness, autonomy, interaction and connectivity to a certain theme, and videos such as: movies, songs, power point presentations are widely used in EFL classrooms. This paper first attempts to explore the goals of using video material in EFL classrooms and the advantages of using video materials in EFL teaching, on the basis of which proposes a framework of teaching principles, strategies and specific tips which facilitate EFL teaching. Then will bring theories and practice related to the use of audio- visual tools in language learning especially in ESP classes at South East European University and why can videos be considered as valuable pedagogical tools, to facilitate the teaching process. The purpose of this study is to investigate the benefits that the language teachers and learners get in using audio-visual aids in teaching and learning the English language, as well as to show that by using the appropriate video material the teachers can improve and ensure student- centeredness, have their students interested and engaged in activities, be more active, motivated and confident in their communicative language competence.
Keywords: Language teaching, video material, EFL classroom, teaching strategies, audio-visual tools.
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Rahim, Mohammad Naim, and Sayed Ali Reza Ahmadi. "The Teachers’ Roles in Reducing the Interference of L1 in Audio-lingual Classrooms: A Qualitative Case Study in Malaysian Primary School." REiLA : Journal of Research and Innovation in Language 3, no. 2 (August 19, 2021): 96–104. http://dx.doi.org/10.31849/reila.v3i2.6335.
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This research article explores the teachers’ roles in reducing L1 (First Language) interference in audio-lingual classrooms. The main concern of the audio-lingual method is to focus less on grammar and teaching it inductively. There is also an emphasis on pronunciation in this method. Using tapes, visual language aids, and new materials are presented in an interactive model. The teacher presents a new structure using communicative models, and there is less focus on L1. The study applies a qualitative case study and uses observation and interview data collection techniques in a particular primary school of Malaysia during the English language sessions. The thematic analysis technique is performed to categorize the significant findings into three main themes: teacher as a role model, teacher as an orchestra leader, and teacher as a motivator. The data from classroom observation is triangulated to determine how the data is closed to the interview. The finding shows the problematisation of using L1 in teaching L2 (Second Language) since the interference of L1 negatively impacts learning L2. The study contributes to the perspective that English teachers in audio-lingual classrooms are expected to understand their objective roles. The result also implies the teachers' significance to accept that using L1 in maxim spoils learning L2, especially in an audio-lingual classroom.
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Terzioğlu, Yildiz, and Hanife Bensen Bostanci. "A Comparative Study of 10th Grade Turkish Cypriot Students’ Writing Errors." SAGE Open 10, no. 1 (January 2020): 215824402091454. http://dx.doi.org/10.1177/2158244020914541.
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The present study aims to shed light on analyzing the types and the frequency of the written sentence errors committed by 58 tenth grade Turkish Cypriot English as a foreign language (EFL) students in two classrooms, that is, Class A and B at a public vocational high school in North Cyprus. A quasi-experimental design was employed in the study where Class A was the experimental group which was exposed to an audio-visual aid titled “the Little Red Riding Hood” and Class B who acted as the control group. Data were collected from the written sentences produced by the students. All the errors committed by the students were identified and categorized into syntactic, morphological, orthographic, and lexical categories. The results of the study showed that both classes of students committed 11 types of common errors: (a) wrong use of articles, (b) wrong use of prepositions, (c) word order, (d) verb tense, (e) omission of plural –s, (f) misuse of the possessive –s, (g) incorrect use of comparative adjectives, (h) incorrect spelling, (i) punctuation, (j) capitalization, and (k) wrong words. However, the experimental group committed less errors ( N = 232, 57.14%) as compared to the control group ( N = 320, 78.82%). The findings have implications for EFL teachers to incorporate audio-visual aids into their teaching methodologies when teaching the writing skill.
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Chandran, Sajeevan Kundil, Shajee Sivasankaran Nair, Sajith Vilambil, Sajna Mathumkunnath Vijayan, and Purnima Eliz Thomas. "An Analysis of Perception of Different Online Teaching-Learning Methods among Phase-1 Medical Students of Government Medical College, Thrissur, Kerala during Covid-19 Lockdown." Journal of Evidence Based Medicine and Healthcare 8, no. 32 (August 9, 2021): 2950–55. http://dx.doi.org/10.18410/jebmh/2021/539.
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BACKGROUND Due to Covid-19 lockdown initiated by the Government, the teaching was transformed to an online sphere. Reflection from students was quite essential for advancement in newer platforms. Thus, perception of various online teachinglearning methods among medical students were assessed. METHODS This is a cross-sectional study conducted among phase-1 MBBS students of Government Medical College, Thrissur. This study was done to analyse medical student’s perceptions on four methods of online classes which included live online lectures, assignments, sending PowerPoint presentations and pre-recorded videos. All statistical data was analysed using SPSS software version 16. Continuous variables was expressed as mean ± standard deviation. Difference between the groups were analysed by simple ANOVA but the subgroup analysis in each variable was done by post hoc analysis with Bonferroni test. The level of significance was kept at 5%. RESULTS When different variables were analysed by anova, it was found out that emphasizing important aspects of topics, describing the contents in a logical sequence and interaction was significantly better in live online lectures. Coverage of learning objectives and description of concepts was significantly better in narrative PowerPoint presentation. Likewise, it significantly helped them to prepare notes for examination. Live online lectures effectively used audio-visual aids and it has aroused interest in the subject. Live online lecture was found to be the best single method as compared to the other three when all ten variables were analysed conjointly. CONCLUSIONS The preferred method for online teaching for phase-1 medical students was online lectures when all variables were analysed. Important aspects of topics were emphasized, the contents were discovered in a logical sequence, the audio-visuals were used effectively, and interest was aroused in topics through live online lectures. All the learning objectives were covered and described very clearly and note preparation was easy in PowerPoint presentation. KEYWORDS Covid-19 Lockdown, Perception, Live Online Lectures, Pre-Recorded Videos, Assignments, Interaction, Learning Objectives, Audio Visual Aids
Dissertations / Theses on the topic "English literature – Study and teaching – Audio-visual aids"
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Pitcher, Jeffrey Christian. "Use of a video based instruction program to enhance English literature and writing concepts." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2887.
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In this project an educational DVD about the life and writing styles of John Steinbeck was developed for use in high school freshman classrooms at Yucaipa High School. Additional activities to stimulate students' writing and composition in the style of Steinbeck were created to match educational theory and state standards.
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Zhang, Xiangmei. "Authentic materials in English as a Second Language conversation instruction." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2526.
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Li, Suk-fong, and 李淑芳. "The use of film subtitles in teaching English to the junior form students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945119.
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Zappen-Thomson, Marianne 1956. "Liedertexte im fremdkulturellen Literaturunterricht : eine textwissenschaftliche und -didaktische Untersuchung." Thesis, Stellenbosch : Stellenbosch University, 1985. http://hdl.handle.net/10019.1/64968.
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Elkins, Ruth E. Fuhrman. "The effect of computer-assisted practice on English grammar and mechanics achievement of third grade students." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/510377.
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The purpose of this study was to examine the effect of computer-assisted practice on English grammar and mechanics achievement of third grade students. Specifically, it investigated whether or not there was a significant difference when one group received traditional instruction with practice provided by means of workbooks and worksheets while another group received traditional instruction with practice provided by utilizing a computer.The subjects consisted of 74 students from Chapter I schools from a large, midwestern school corporation in an industrial community. The groups were from four intact classrooms with 41 students in the experimental group and 33 students in the control group.The instrument used was the Language Mechanics and Language Expression subtests of the Comprehensive Tests of Basic Skills (CTBS), Level E. Ability levels were determined by grade equivalent pretest scores. An analysis of covariance and a post hoc univariate analysis of covariance were used to determine results at the p<.05 level of significance.FindingsStatistical analyses revealed the following results:1. The experimental group made significantly greater gains than the control group in language mechanics and language expression achievement.2. There was no significant difference in language mechanics and language expression achievement with regard to gender or ability levels of the experimental group and the control group.3. There was a significant difference in language mechanics achievement, but not of language expression achievement, between the experimental group and the control group. The experimental group made greater gains in language mechanics achievement than the control group.ConclusionsBased on the findings of this study, the following conclusions were drawn:1. Computer-assisted practice significantly improved English grammar and mechanics scores of third grade students in this study, according to the Language Mechanics and Language Expression subtests of the CTBS.2. Computer-assisted practice did not significantly improve English grammar and mechanics of third grade students with regard to gender or ability.3. Computer-assisted practice significantly improved language mechanics scores, but not language expression scores, of third grade students.
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Anguiano, Arcelia. "Visual literacy in kindergarten: How can visual literacy be used as a tool to promote student learning in the kindergarten classroom?" CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2559.
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The purpose of this project is to create a guide for planning effective use of visuals. Recent studies demonstrate the effectiveness of using visuals in classroom instruction, including the fact that English language learners benefit from using this tool.
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Tyson, Marian. "The effect of media on the listening comprehension scores of intermediate ESL students." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3961.
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The use of videotapes has become widespread in ESL classes in recent years. The decline in cost of tapes and VCR equipment has assisted in the spread of this technology. These tapes are often used in listening comprehension classes and may replace or supplement the use of audiotapes. However, research has not established that the addition of the visual element, especially in the movie or TV type context of many videos, is an advantage to the language learner.
A total of seventy-six students participated in a listening comprehension recall exercise. Thirty-nine students viewed a videotape segment, and the remaining thirty-seven students listened to the audio portion of the same segment. Each group viewed or listened to the tape two times. Then the groups were given twenty minutes to write a recall. Each paper was scored for total idea units recalled, macropropositions, elaborations, and distortions .
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Thompson, Scott Alan. "A Comparison of the Effects of Different Video Imagery Upon Adult ESL Students' Comprehension of a Video Narrative." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4845.
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This study was meant to provide empirical evidence to support or challenge the assumption that a nonfiction video narrative will be better comprehended by students of ESL if it includes a variety of relevant visual information compared to only seeing a single speaker or "talking head" reciting a narration. The overarching goal of this study was to give teachers of ESL greater knowledge and confidence in using video materials to develop the listening skills of their students. It compared two video tapes which contained the identical soundtrack but different visual information. The first tape (also called the "lecture tape") showed a single speaker, standing behind a lectern, giving a speech about Costa Rica. The second video (also called the "documentary tape") contained the identical soundtrack of tape one, but included documentary video footage actually filmed in Costa Rica which complemented the narration. A questionnaire of 45 true/false questions was created based on facts given in the narration. Thirty-nine advanced and fifty-five intermediate university ESL students took part in the study. Approximate! y half of each group viewed the lecture tape while the other half watched the documentary tape. All students answered the 45 - item questionnaire while viewing their respective video tapes. A thorough item-analysis was then conducted with the initial raw scores of all 94 students, resulting in fifteen questions being omitted from the final analysis. Based on a revised 30 - item questionnaire, the scores of the video and documentary groups were compared within each proficiency level. The hypothesis of the study was that the documentary tape would significantly improve listening comprehension at the intermediate level but that no significant difference would be found between the advanced lecture and documentary groups. In other words, it was predicted that the documentary video would have an interaction effect depending upon proficiency level. However, the results of a 2-way ANOV A did not support the hypothesis. In addition to the ANOV A, a series oft-tests also found no significant difference between the mean scores of the documentary and lecture groups at either the intermediate or the advanced levels This study was intended to be a beginning to research which may eventually reveal a "taxonomy" of video images from those which enhance listening comprehension the most to those that aid it the least. It contained limitations in the testing procedures which caused the results to be inconclusive. A variety of testing methods was suggested in order to continue research which may reveal such a "video" taxonomy. Given the plethora of video materials that ESL teachers can purchase, record, or create themselves, empirical research is needed to help guide the choices that educators make in choosing video material for their students which will provide meaningful linguistic input.
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Bjork, Olin Robert 1970. "Interfacing Milton: the supplementation of Paradise lost." Thesis, 2008. http://hdl.handle.net/2152/3835.
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Jacques Derrida argued that a supplement "adds only to replace." Since the blind Milton dictated his epic to amanuenses, the text of Paradise Lost may be conceived as a supplement to an aural performance. This dissertation itself supplements another project, a digital "audiotext" or classroom edition of Paradise Lost on which I am collaborating with Professor John Rumrich and others. In the audiotext, we reassert the duality of the work as both a print text and an oral epic by integrating an audio recording with an electronic text of the poem. This pairing is informed by our own experiences teaching Paradise Lost as well as by cognitive research demonstrating that comprehension increases when students read and hear a text sequentially or simultaneously. As both a wellspring of the audiotext project and a meditation on its aims, this dissertation investigates the actual effects on readers of print and digital supplements putatively designed to enhance their appreciation or study of the work. The first two chapters examine the rationale and influence of the authorial and editorial matter added to early editions. The final two chapters explore the ways in which digital technology is changing how scholars and readers interact with Paradise Lost and other works of literature. I begin by examining why the first edition of Paradise Lost arrived in 1667 bearing no front matter other than a title page. In Chapter Two, I argue that critics have undervalued the interpretive significance of the prose summaries or Arguments that Milton appended to Paradise Lost and Samson Agonistes. Chapter Three relates the current emphasis on electronic textual encoding in editorial theory to the ideological dominance of Richard Bentley's conjectural approach in the early seventeenth century and of Fredson Bowers's copy-text approach in the 1960s and 70s. Chapter Four introduces the audiotext project and contrast its goals with those of other projects in the Digital Humanities. The audiotext's interface offers multiple viewing modes, enabling the user to display the reading text alone or in parallel with annotations and other supplements. Unlike prior editions and archives, therefore, it accommodates both immersive and analytical reading modes.text
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Ewasiw, Joan F. A. "The effects of videos on adult English as a second language student listening comprehension." Thesis, 1999. http://hdl.handle.net/2429/10227.
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This two-part study employed an experimental design and interviews to examine
the effects of videos on adult English as a Second Language (ESL) student listening
comprehension. The purpose of the first part of the study was to compare the effects of
video in two pre-listening activity conditions on beginner and upper-beginner adult ESL
listening comprehension. The participants were 49 Language Instruction for Newcomers
to Canada (LINC) students enrolled in two beginner and two upper-beginner ESL classes
The beginner classes were randomly assigned either to the audio only (AO) condition or
the audio with written script (AW) condition. The upper-beginner classes were similarly
assigned to the two conditions, the AO condition or the AW condition. In the AO
condition, the students listened to a tape recording of four pre-listening questions prior to
viewing the video. In the AW condition, the students listened to the same tape recording
and, in addition, were shown the same questions that were printed on large sheets of
paper and held up at the front of the class by the teacher. The same pre-test was
administered to all four classes. Twelve exercises including pre-listening questions,
videos, and comprehension questions were completed. The beginner classes viewed
videos from Learning English in the Community LINC 2 (Cameron et al., 1995), and the
upper-beginner classes viewed videos from Learning English in the Community LINC 3
(Cameron et al., 1995). The same post-test was administered to all four classes. Results
indicated that the written script in the AW condition significantly improved the listening
comprehension ability of beginner and upper-beginner adult ESL students.
The second part of the study was aimed at gaining insights into the pre-listening
questions, the videos, and their value on teaching listening comprehension. All of the
students were individually interviewed. Overall the students were positive about the
showing of videos as aids for enhancing listening comprehension, the content of the
videos, as well as the questions. Some of the students, however, found some of the
instruments difficult to understand. They found that the vocabulary was unfamiliar or the
speed of delivery was too fast. This lack of comprehension may have affected the results
of Part One of the study.
Books on the topic "English literature – Study and teaching – Audio-visual aids"
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Bowden, Betsy. Listeners' guide to medieval English: A discography. New York: Garland Pub., 1988.
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Greenhalgh, M. J. 20th century English literature: A guide for librarians, listeners & students to recently issued and reissued recordings. London: Ealing College of Higher Education, School of Library and Information Studies, 1985.
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Internacional, Universidad Nacional de Educación a. Distancia Instituto de Semiótica Literaria y. Teatral Seminario. Literatura y multimedia: Actas del VI Seminario Internacional del Instituto de Semiótica Literaria, Teatral y Nuevas Tecnologías de la UNED, Cuenca, UIMP, 1-4 de julio, 1996. Madrid: Visor Libros, 1997.
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Książek-Szczepanikowa, Aniela. Ekranowy czytelnik: Wyzwanie dla polonisty. Szczecin: Wydawn. Nauk. Uniwersytetu Szczecińskiego, 1996.
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Marples, N. J. A critical discography of readings in Old English. Kalamazoo, Mich. (Western Michigan University, Kalamazoo, 49008-3851): Medieval Institute Publications, 1988.
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Nadwi, M. R. K. Arabic language: An introduction to selected teaching materials in English, including audio-visual media. Aligarh: Centre of West Asian Studies, Aligarh Muslim University, 1993.
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Ma, Jing-heng Sheng. Strange friends, a learning guide: To accompany the video film Strange friends. Ann Arbor, MI: Center for Chinese Studies, University of Michigan, 1989.
Find full textBook chapters on the topic "English literature – Study and teaching – Audio-visual aids"
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Boufahja, Ines. "Incorporating Audio-Visual Aids in the English Language Classroom in Tunisia: A Case Study." In English Language Teaching Research in the Middle East and North Africa, 687–701. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98533-6_30.
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