Visual aids available to the language teacher, and how they can be used in the classroom.

All the researchers and observers of second-language learning recognize that the foreign language

classroom constitutes an exceptional environment for the learning and the communicative use of the target language (Feldman,1989). Because ESL students come from different cultural backgrounds, language groups, and occupations. The classroom itself may be the only community that they have in common. The class offers ESL students a communicative environment. They appreciate the opportunity to be together and are eager to make this community a friendly place to learn and share. The atmosphere of the classroom is essential to the students. So it is vital to select materials and methods that best fit the needs of the individual learners.

Electronic aids are critical in the teaching process. The students like technology and like to use it all the time. That makes it necessary to use technology in teaching. Electronic aids are part of the technology. It gives the students the opportunity to watch what they are going to learn. It is obvious that several tools of modern technology have effective incorporation in the second language classroom, they help to support the communicative interaction inside the classroom.( Salaberry, 2001)

Computers have a significant role in the teaching and learning process. The modern advances in educational applications of computer software provided new resources for language learning classroom. Technological devices can be extremely useful for language teachers who wish to bring the sounds and sights of the language and culture into the classroom. The slide projector, the overhead projector, the television, the video cassette recorder, and the film projector.

By computer, teacher and students can communicate with each other through e-mail, the Internet, and World Wide Web at home and abroad. Another interesting use of the computer's capacity for electronic communication is through local area networks. Teachers must discern what students' needs and aspiration are, to create the instructional methods for them. New ways to use video and computer-related technologies are rapidly becoming commonplace in language classroom as teachers design instruction that appeals to media-related interests of students (Shrum, J.L;& Glisan, E.W; 1994).

The slide projector: teachers can find sets of filmstrips about topics, related to the students' levels, he can use it in the same way as slides. The slides are in the same order all the time that's why the teacher should encourage the students to make the discussion about the picture and the topics. The teacher can take advantage of the slides to set more language activities such as; description of similar topics, discussions, and reporting. It is suitable for different levels of learners and more efficient for elementary and intermediate students.

An overhead projector is a tool language teacher use frequently because it can substitute for the blackboard and give the teacher opportunity to face the class. The teacher can add information or students' input directly onto the transparency. It is an excellent tool to provide visual support for teaching. Teachers may prepare the permanent material and use it with the overhead projector, and use the blackboard or whiteboard for examples and explanations. Teachers prefer to use OHP with tables, diagrams, maps, and charts because they can use it many times in deferent classes. They can use outlines or main points about the topic, and they also can use more illustration. The overhead projector is very suitable for the intermediate and upper intermediate, as it gives them the chance to know more information about the topic and discuss it with their teacher. Teachers may use the overhead projector in elementary classes in a simple show with pictures to activate the students. It is very suitable for the elementary level to teach the items and practice the words with the pictures. It is very easy to use the OHP to teach everyday topics such as; dining customs, daily routine, means of transportation.

It gives the meaning of the words with the picture that help the teacher to explain quickly and help the students to remember the significance of the items.

The television is a standard mode of experiencing the world. Where the learners can see the people and the situation. They can hear and see the attitude of the individuals involved. They can listen to the linguistic registers and the appropriateness of the language within the situation. Teachers can use the television to show the documentary program. Teachers should choose the suitable program for the student's level. Teachers should activate the students with some questions about the program; they can give one minute for each student to make a summary of the program. Students can comment on the application or discuss the right sides of the topic and so on. The television is a suitable tool for teaching the deferent level of students it depends on the type of the program or the show.

A video cassette recorder is a device that combines visual and auditory learning. It is an easy way to have pre-recorded English language material, although it is expensive. Teachers may use it for many times in deferent types of classes. Also, they can use it to record the students’ performance in a particular oral situation. They have the opportunity to correct the students' mistakes in the replay without interrupt the activity. The video is very useful to use in role play or talk, discussion, debate, and all the free activities with all levels of students. The teacher should prepare well to use the video cassette recorder in class. He should take care of his students' abilities and needs. In one class, there are some students how like camera, but others don't like a camera. Some students fell shy to practice the activity when they know that their teacher records it. So it the teacher responsibility to decided when he can use video cassette recorder and in which class. Canning-Wilson (2000) states: “Video used in a classroom should be interpretive and to the point. The visual should show reasonable judgment and enhance comprehension, heighten sensory acuteness, and illustrate the target language being used. Practitioners should avoid the use of distracters, over-crowded or violent stimuli.”

The film projector is not available in all institutions as the video tape recorder because it is more expensive that it. Some agencies have the film projector to save the old material and sell it as a technical material. The film projector is very active with the high-level students because it offers a good chance for learning through real situations. Students can watch real situations and listen to the correct pronunciation. They can practice discussion about a certain topic after that they can have their feedback through the replay. To use the film project in class is quite demanding on a part of the teacher. He needs to be well trained to perform his job with on an optimal level of success.

Using the visual aids in the learning process encourage the students to respond to the activity in any way even listen to it. The point here is to help the learners to give answers as they are in real everyday communication situations. The ability of students to imitate the pronunciation of a foreign language varies from one person to the other. In the visual classes, pronunciation is the first thing to be perfected. As the learners have the opportunity to watch and hear the native speaker in real-life situations. The teacher should use the visual aide in each institution, to improve their students learning. It is evident that Formal teaching jobs in public schools can hardly provide from using all types of visual aids. The size of the class needs to be limited, to use the visual aids efficiently. All the responsible persons have to work on providing the suitable teaching aids for the students everywhere.


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Shrum,J.K.,&Glisan, E.W.(1994).Teacher’s handbook: contextualized language instruction. Boston: Heinle and Heinle.

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Wilson,C (2000). Practical Aspects of Using Video.The Internet TESL Journal, Vol. VI, No. 11

Salaberry,M(2001) The Use of Technology for Second Language Learning. Modern Language Journal, Volume 85, Pages 39–56 10.1111/0026-7902.00096,