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

Abstract

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.