Using Audio-Visual Aids and Computer-Assisted Language Instruction (CALI) to Overcome Learning Difficulties of Grammatical Structure in Students of Special Needs

Abstract

Background & Objectives: It has been well demonstrated that audio-visual aids and computer-aided language instruction (CALI) significantly reduce language mistakes in normal students. This finding has led to the development of assistive devices in which schools teaching students of special needs enhance speech language therapists (SLTs) to use these educative aids. The purpose of this investigation was to investigate the role of audio-visual aids and CALI to overcome problems of language components, notably those related to grammatical structures in students of special needs.

Methods: Forty subjects of students (males and females) of special needs (all between 8-18 years old) were enrolled in the study and were assigned randomly to an experimental group (n = 40) and the same number of normal students with similar ages was assigned as a control group (n = 40). Both groups studied a course of grammar by the same SLT under similar circumstances. The only exception was that while the first group studied the course using audio-visual aids and CALI, the second group did not (i.e., classical methods). Having the pre-and-posttests administered before and after the course, a qualitative and quantitative analysis was conducted to analyze the results of the two tests.

Results & conclusions: The effect of the audio-visual aids and CALI in the performance of the first group in writing skill was positive and greater than that of the second group (70.97% vs. 32.15%). Compared with females, males’ scored were higher (1366 vs. 1473). The pre-and-posttests' assessment revealed that it was the audio-visual aids along with CALI that made the difference among the students which demonstrates the importance of using such educative aids in particular for educational purposes.