Introduction
It is sometimes time-consuming and/or effortful to attain second/foreign module materials (either new constructed or adapted) fit and unexceptionable to the individual because he/she haw wager thoughtless in and add frustrated with them as he/she finds them unfamiliar, difficult, problematic, mechanical, plain and so forth. Besides, the doctrine methods and techniques the pedagogue employs haw not be in rime with the learner’s needs, interests, take and aptitude. Hence, as anti to the tralatitious move to L2 doctrine including the chalk and speech method, the anecdotal module doctrine move encourages the pedagogue to behave as a facilitator by serving the individual embellish an interested, astir and economical contestant in the full acquisition impact (Richards and composer 2002). To circularize discover his/her employ successfully and secure the learner’s highest benefit, the pedagogue has to ingest his/her doctrine methods, techniques as substantially as materials in a behavior that is conformable with the learner’s needs and interest. And the pertinent ingest of frequence aids crapper be substantially adjuvant in this attitude (Kamal and Afteb 1993) since much acquisition aids and doctrine machines stimulate, prompt and collar the learner’s tending during the instructional process.
Audio-aids crapper be circumscribed as models and devices that crapper be heard and wage an ikon of something, somebody and whatever situations. They allow transcribed materials, radios, video players, cassettes and the same which are relatively affordable and acquirable and which the module pedagogue with a lowercase upbringing crapper ingest in the L2 assemblage so as to attain the doctrine methods, techniques and materials substantially trenchant and interesting, and to hold the individual hit peak goodness (Akanbi 1988). Unlike most added types of aids and effectuation utilised in the module class, on the digit hand, this identify of assistance enables the pedagogue to add the doctrine method and technique, and modify the room status apace and directly as necessary; and on the other, it attracts the learner’s attention, stirs his/her imagination, reduces his/her exhaustion, motivates him/her to be geared in the acquisition process, and thusly helps him/her to take cod skillfulness in the module skills especially perception and speaking.
Different doctrine aids devised and advisable by module experts are witting to attain the individual fascinated and motivated. The autochthonous speaker’s vocalise and pronounce finished the frequence enter attain the individual avid and excited. This greatly facilitates the learner’s discernment of the act as substantially as the anecdotal aspects. Audio aids add a life-like gist to the aggregation book and added printed materials utilised to inform the direct language. For example, as presently as a video contestant is played and the touchable is presented, the individual is directly worn to it. He/she feels the proximity of added pedagogue in the classroom. With the hold of frequence aids, the pedagogue can, moreover, successfully care with the anaemic and thoughtless learner. These aids are seen to turn the pedagogue speech and the chalk method, and reversely impact the learner’s interaction and astir participation. The pedagogue crapper also wage as much upbringing as is needed by using frequence tapes; but it is to be remembered that frequence aids should be determine familiarised as well. Pike (1997) identifies whatever momentous reasons for carefully artful and using frequence aids: act the learner, attracting and maintaining the learner’s attention, reinforcing the important ideas of the lesson, illustrating and activity the uttered literature, minimizing misconception of the learner, crescendo retention, adding a contact of realism, action both assemblage instance and expenses, serving the pedagogue to transmit more affectionately and apace so that the individual crapper wager the noesis understandably and easily, and serving the pedagogue explain the intellection and wage a formal line for communication.
Though frequence aids are institute to be greatly adjuvant in doctrine an L2 and continually expanding their orbit with the availability and utilization of technology, their ingest in the EFL assemblage especially at the tertiary take in Bangladesh is ease limited. Therefore, the inform conceive was fashioned to come and explore the mass questions:
a. Are frequence aids utilised in the class?
b. If yes, how much are they useful?
c. If no, ground are they not used?
d. What does the pedagogue conceive of using frequence aids?
e. What does the enrollee conceive of using frequence aids?
Research organisation and methodology
Subjects
This conceive was conducted with 32 Lincoln teachers and 120 tertiary take students arbitrarily designated from digit open universities ?University of Dacca and Jahangirnagar University, and octad clannish universities ? Daffodil International University, Stamford University, State University, Northern University, Darul Ihsan University, Northern University, Eastern University and University of Development Alternative (UODA) in Dhaka. The teachers existence Bangla speech had at small a collegian honor in arts module and/or literature. And every the students controlled the same care ness Bangla, and were acquisition arts as a external language.
Instruments
To come and explore the investigate questions, a decimal method including digit questionnaires, digit for the teachers (see Appendix-I) and the added for the students (see Appendix-II), was exploited. The inform researchers fashioned the questionnaires on the foundation of their first-hand undergo of using frequence aids for doctrine EFL especially EFL perception and speech skills at the tertiary take in Bangladesh.
Each of the questionnaires consisted of octad items attendant to the investigate problems expressed in the introduction. The prototypal items in both the questionnaires were attendant to the discourse ‘Are frequence aids utilised in the class?’. The ordinal and the ordinal items in both the questionnaires were afraid with ‘If yes, how much are they useful?’. The ordinal and the ordinal items in both the questionnaires were linked to ‘If no, ground are they not used?’. The third, ordinal and ordinal items in Teacher Questionnaire had relations to the discourse ‘What does the pedagogue conceive of using frequence aids?’. And, the third, ordinal and ordinal items in Student Questionnaire were adjoining to ‘What does the enrollee conceive of using frequence aids?’. It is worth mentioning that the questionnaires contained nearly same items chosen with a analyse to scrutiny and assorted the opinions of the digit groups of respondents.
Data assemblage and analysis
The accumulation for the conceive were composed from 32 arts teachers as substantially as from 120 students acquisition arts as a external module at the tertiary level. To touch the teachers’ responses to the ingest of frequence aids in the EFL class, the ordinal scientist personally contacted apiece of the teachers and requested them to move to the items in the questionnaire. And to amass the students’ responses to the ingest of frequence aids in their EFL class, the researchers conventional cooperation of the teachers who administered the questionnaire after an account of the purposes of the conceive and whatever origin instructions. The accumulation composed from the teachers and the students were then scored by hand.
Presentation and rendering of findings
Teacher questionnaire
The pedagogue questionnaire contained octad items which were afraid with the teachers’ opinions on the assorted aspects of the ingest of frequence aids in their EFL classes. The responses of the 32 arts teachers to the questionnaire are transcribed and discussed itemwise as follows:
The prototypal discourse to the teachers was display as ‘Do you ingest frequence aids in your arts classes?’
Teacher Table: 1
Question Choices Scores Percentage
Do you ingest frequence aids in your arts classes? Yes 32 100%
No 0 00%
N=32
Teacher Table: 1 above indicates that every the teachers answered the discourse in the affirmative. That is, 100% of the subjects utilised frequence aids in their EFL classes.
This uncovering indicates the conversancy of the teachers at the tertiary take in Bangladesh with recent module doctrine equipment and aids which attain EFL doctrine and acquisition relatively more technological as substantially as more effective. It also shows that the teachers hit skillfulness in using frequence aids for doctrine EFL, which the students encounter captivating and useful. Further, this phenomenon is conformable with the widely current and favourite anecdotal module doctrine move (Richards and composer 2002).
The ordinal discourse to the teachers was place as ‘Do you conceive that frequence aids are multipurpose for doctrine English?’
Teacher Table: 2
Question Choices Scores Percentage
Do you conceive that frequence aids are multipurpose for doctrine English? Yes 28 87.5%
No 4 12.5%
N=32
As Teacher Table: 2 shows, 28 discover of 32 teachers ticked ‘Yes’ patch 4 teachers ticked ‘No’. In added words, 87.5% teachers intellection that frequence aids were multipurpose for doctrine arts as a external language; but exclusive 12.5% institute that it was not multipurpose to ingest frequence aids in their arts classes.
The termination understandably uncovers that a enthusiastic eld of the teachers encounter it multipurpose to ingest frequence aids for doctrine EFL at the tertiary take in Bangladesh as is seen in added settings, for example, Nigeria (Agun and Okunrotifa 1977).
The ordinal discourse to the teachers was framed as ‘Are you mitigated with the ingest of frequence aids in your arts classes?
Teacher Table: 3
Question Choices Scores Percentage
Are you mitigated with the ingest of frequence aids in your arts classes?
Strongly satisfied 8 25%
Slightly satisfied 24 75%
Dissatisfied 0 00%
N=32
As displayed in Teacher Table: 3, Out of 32 teachers, 8 teachers ticked ‘Strongly satisfied’, 24 ticked ‘Slightly satisfied’, and hour scarred ‘Dissatisfied’. That is, exclusive 25% teachers were institute that they were strongly mitigated with the ingest of frequence aids in their arts classes whereas 75% appeared to be slightly passable in this respect.
The uncovering conspicuously reveals that every the EFL teachers at the tertiary take in Bangladesh are more or inferior mitigated with the ingest of frequence aids for their teaching. Notwithstanding, a enthusiastic eld of the subjects (75%) hit offense spirit which is mood of the demand of pedagogue training, pedagogue requirement and administrative support.
The ordinal discourse in the Teacher Questionnaire was ‘Which arts classes are more trenchant and engrossing to the student?’
Teacher Table: 4
Question Choices Scores Percentage
Which arts classes are more trenchant and engrossing to the student? Classes with frequence aids 28 87.5%
Classes without frequence aids 4 12.5%
N=32
Teacher Table: 4 demonstrates that 28 discover of 32 teachers scarred ‘Classes with frequence aids’ and the remaining 4 teachers scarred ‘Classes without frequence aids”. That is, 87.5% teachers based that arts classes with frequence aids were more trenchant and engrossing to their students patch exclusive 12.5% opined that arts classes without frequence aids were more trenchant and interesting.
Lending hold to Adeyanju (1988), this uncovering understandably discloses that module classes with frequence aids are more trenchant and engrossing to the individual than those without frequence aids.
The ordinal discourse to the pedagogue was constructed as ‘Are you mitigated with the frequence facilities provided by the institution?’
Teacher Table: 5
Question Choices Scores Percentage
Are you mitigated with the frequence facilities provided by the institution? Strongly satisfied 0 00%
Slightly satisfied 32 100%
Dissatisfied 0 00%
N=32
As Teacher Table: 5 exhibits, every the teachers ticked ‘Slightly satisfied’, and hour scarred ‘Strongly satisfied’ or ‘Dissatisfied’. That is to say, 100% teachers were slightly mitigated with the frequence facilities provided by their institutions.
This termination of the conceive unfolds that every the teachers hit a lowercase spirit with the frequence facilities provided by their individual institutions as the facilities are not sufficient.
The ordinal discourse in the Teacher Questionnaire was ‘How is the action of the students in the classes without frequence aids?’
Teacher Table: 6
Question Choices Scores Percentage
How is the action of the students in the classes without frequence aids? Strongly satisfied 0 00%
Slightly satisfied 20 62.5%
Dissatisfied 12 37.5%
N=32
According to the statistics in Teacher Table: 6, 20 discover of 32 teachers scarred ‘Slightly satisfied’, 12 teachers scarred ‘Dissatisfied’, and hour scarred ‘Strongly satisfied’. That is, 62.5% teachers were slightly mitigated with the action of their students in the classes without frequence aids patch 37.5% were discontent with the action of their students in the assemblage with same condition.
This uncovering crapper be attributed to the fact that the action of the students fails to accomplish the teachers’ belief and the information direct because of the demand of frequence facilities.
The ordinal discourse to the teachers was fashioned as ‘How is the action of the students in the classes with frequence aids?’
Teacher Table: 7
Question Choices Scores Percentage
How is the action of the students in the classes with frequence aids?
Strongly satisfied 12 37.5%
Slightly satisfied 16 50%
Dissatisfied 4 12.5%
N=32
Teacher Table: 7 exhibits that discover of 32 teachers 12 ticked ‘Strongly satisfied’, 16 ticked ‘Slightly satisfied’, and 4 ticked ‘Dissatisfied’. In added words, 37.5% teachers were strongly mitigated with the action of their students in the classes with frequence aids, and 50% teachers were slightly mitigated with their students’ action in the same condition; but 12.5% teachers were discontent with the action of their students in the classes with frequence aids.
This uncovering apparently reveals that the action of the students reaches the teachers’ belief and the information direct because of the ingest of frequence aids for doctrine EFL.
The ordinal discourse in the Teacher Questionnaire was ‘What limitations do you grappling in using frequence aids in your arts classes?’
Teacher Table: 8
Question Choices Scores Percentage
What limitations do you grappling in using frequence aids in your arts classes?
Lack of frequence aids 16 50%
Lack of pedagogue training 12 37.5%
Lack of administrative support 4 12.5%
N=32
As per the results in Teacher Table: 8, 16 teachers ticked ‘Lack of frequence aids’, 12 teachers ticked ‘Lack of pedagogue training’, and 4 teachers ticked ‘Lack of administrative support’. That is, 50% teachers intellection that the demand of frequence aids was their important limitation; 37.5% intellection that the demand of pedagogue upbringing was their important limitation; and 12.5% thoughtful the demand of administrative hold as their important regulating on the ingest of frequence aids in their arts classes.
The uncovering discloses that the demand of frequence aids and pedagogue upbringing staggeringly hampers the frequence facilities in the EFL assemblage at the tertiary take in Bangladesh. Besides, the demand of administrative hold is to whatever extent answerable for the depleted ingest of frequence aids in the class.
Student questionnaire
The enrollee questionnaire consisted of octad items that were attendant to the students’ views on the multifarious aspects of the ingest of frequence aids in their arts classes. The responses of the 120 students to the questionnaire are place nervy component owlish as follows:
The prototypal discourse to the students was formulated as ‘Does your arts pedagogue ingest frequence aids in your classes?’
Student Table: 1
Question Options Scores Percentage
Does your arts pedagogue ingest frequence aids in your classes? Yes 81 67.5%
No 39 32.5%
N=120
As displayed in Student Table: 1, 81 discover of 120 students answered the discourse in the assentient patch the remaining 39 students did in the negative. That is to say, 67.5% respondents institute their arts pedagogue using frequence aids in their classes; but 32.5% did not encounter their pedagogue using frequence aids.
Though eld students adjudge that their teachers ingest frequence aids in their EFL classes, it is in untruth with the teachers’ views since digit cardinal proportionality teachers verify to ingest frequence aids in their classes. However, it is here country that frequence aids are utilised in most of the EFL classes at the tertiary take in Bangladesh, which is in agreement with the anecdotal module doctrine move (Richards and composer 2002).
The incoming discourse in the enrollee questionnaire was framed as ‘Do you conceive that frequence aids are multipurpose for acquisition English?’
Student Table: 2
Question Options Scores Percentage
Do you conceive that frequence aids are multipurpose for acquisition English? Yes 117 97.5%
No 03 2.5%
N=120
Student Table: 2 shows that 117 discover of 120 students responded to the discourse positively whereas the rest did negatively. That is, 97.5% students intellection that frequence aids were multipurpose for acquisition English; but exclusive 2.5% students did not conceive frequence aids to be useful.
The uncovering is in a rattling near reciprocity with that which is attendant to the teachers since a enthusiastic eld of the students (97.5%) and the teachers (87.5%) wager that frequence aids are multipurpose for doctrine and acquisition EFL.
The ordinal discourse to the students was display as ‘Are you mitigated with the ingest of frequence aids in the arts classes?’
Student Table: 3
Question Options Scores Percentage
Are you mitigated with the ingest of frequence aids in the arts classes? Strongly satisfied 06 5%
Slightly satisfied 63 52.5%
Dissatisfied 51 42.5%
N=120
According to the statistics in Student Table: 3, discover of 120 students, exclusive 6 students ticked ‘Strongly satisfied’, and 63 ticked ‘Slightly satisfied’; but 51 students ticked ‘Dissatisfied’. In added words, exclusive 5% were strongly mitigated and 52.5% slightly mitigated with the ingest of frequence aids in their arts classes whereas 42.5% students were institute to be dissatisfied.
As this uncovering discloses, different every the teachers existence satisfied, a beatific sort of students (42.5%) are discontent with the ingest of frequence aids though eld students are more or inferior mitigated with the ingest of frequence aids in their arts classes. The uncovering crapper be attributed to the demand of pedagogue training, amount of frequence facilities and regulating of administrative support.
The ordinal discourse to the students was place as ‘Which arts classes are more trenchant and engrossing to you?’
Student Table: 4
Question Options Scores Percentage
Which arts classes are more trenchant and engrossing to you? Classes with frequence aids 105 87.5%
Classes without frequence aids 15 12.5%
N=120
Student Table: 4 demonstrates that 105 discover of 120 students ticked ‘Classes with frequence aids’ and the remaining 15 students ticked ‘Classes without frequence aids”. That is, 87.5% students based that arts classes with frequence aids were more trenchant and engrossing to them patch exclusive 12.5% opined that arts classes without frequence aids were more trenchant and interesting.
This termination lends rank hold to the teachers’ views, and demands decent ingest if frequence aids in the EFL assemblage at the tertiary take in Bangladesh.
The ordinal discourse in the enrollee questionnaire was fashioned as ‘Are you mitigated with the frequence facilities provided by the institution?’
Student Table: 5
Question Options Scores Percentage
Are you mitigated with the frequence facilities provided by the institution? Strongly satisfied 06 5%
Slightly satisfied 48 40%
Dissatisfied 66 55%
N=120
As per the statistics in Student Table: 4, discover of 120 students, exclusive 6 students scarred ‘Strongly satisfied’, and 48 students scarred ‘Slightly satisfied’; but 66 ticked ‘Dissatisfied’. That is, exclusive 5% were strongly mitigated and 40% slightly mitigated with the frequence facilities provided by the hospital whereas eld students (55%) were institute to be dissatisfied.
Here, eld students (55%) are discontent and a beatific sort of them (40%) slightly mitigated with the frequence facilities provided by the hospital though every the teachers are slightly satisfied. But, it is country that the inform frequence facilities are inadequate, most probably, cod to the demand of pedagogue upbringing and administrative support.
The ordinal discourse in the enrollee questionnaire was fashioned as ‘How is your action in the arts classes without frequence aids?’
Student Table: 6
Question Options Scores Percentage
How is your action in the arts classes without frequence aids? Strongly satisfied 24 20%
Slightly satisfied 42 35%
Dissatisfied 54 45%
N=120
As exhibited in Student Table: 6, 24 discover of 120 students scarred ‘Strongly satisfied’, 42 students scarred ‘Slightly satisfied’, and 54 scarred ‘Dissatisfied’. That is, 20% students were strongly mitigated and 35% were slightly mitigated with their action in the classes without frequence aids patch 45% were discontent with their action in the assemblage with same condition.
Though eld students (55%) are more or inferior mitigated with their action in the arts classes without frequence aids, a goodish sort of students (45%) existence in a rattling near connexion with the teachers (37.5%) are dissatisfied.
The ordinal discourse in the enrollee questionnaire was ordered as ‘How is your action in the arts classes with frequence aids?’
Student Table: 7
Question Options Scores Percentage
How is your action in the arts classes with frequence aids? Strongly satisfied 36 30%
Slightly satisfied 57 47.5%
Dissatisfied 27 22.5%
N=120
Student Table: 7 demonstrates that discover of 120 students 36 ticked ‘Strongly satisfied’, 57 ticked ‘Slightly satisfied’, and 27 ticked ‘Dissatisfied’. That is to say, 30% students were strongly mitigated with their action in the classes with frequence aids, and 47.5% students were slightly mitigated with their action in the same condition; but 22.5% students were discontent with their action in the classes with frequence aids.
Like the teachers (87.5%), a super sort of students (77%) wager the requirement of frequence facilities for rising their action in the EFL class.
The ordinal discourse to the students was display as ‘What limitations do you encounter in the ingest of frequence aids in your arts classes?’
Student Table: 8
Question Options Scores Percentage
What limitations do you encounter in the ingest of frequence aids in your arts classes?
Lack of frequence aids 75 62.5%
Lack of pedagogue upbringing 12 10%
Lack of administrative support 33 27.5%
N=120
According to the statistics in Student Table: 8, 75 students ticked ‘Lack of frequence aids’, 12 students ticked ‘Lack of pedagogue training’, and 33 students ticked ‘Lack of administrative support’. In added words, 62.5% students intellection that the demand of frequence aids was their important limitation; 10% intellection that the demand of pedagogue upbringing was their important limitation; and 27.5% thoughtful the demand of administrative hold as their important regulating on the ingest of frequence aids.
Resembling the uncovering afraid with the teachers, this uncovering discovers that the demand of frequence aids, pedagogue upbringing and administrative hold every reduces the frequence facilities in the EFL assemblage at the tertiary take in Bangladesh.
Inferences
The show and rendering of the findings of the conceive above advance to the mass inferences:
As to the prototypal investigate discourse ‘Are frequence aids utilised in the class?’, it could be over that frequence aids are more or inferior utilised in most of the EFL classes at the tertiary take in Bangladesh, which is in rime with the equal anecdotal module doctrine fashion (Richards and composer 2002).
Regarding the ordinal investigate difficulty ‘If yes, how much are they useful?’, it could be thoughtful that frequence aids in the EFL assemblage at the tertiary take in Bangladesh are substantially multipurpose since the ingest of much aids makes doctrine captivating and effective, and reinforces acquisition by elating and act the individual and impressive his/her tending during the instructional process.
To move the ordinal discourse ‘If no, ground are they not used?’, it strength be intellection that the demand of pedagogue training, frequence aids and administrative hold is answerable for the depleted ingest of frequence aids though the ingest of frequence aids substantially adds to EFL acquisition at the tertiary take in Bangladesh.
To move to the ordinal discourse ‘What does the pedagogue conceive of using frequence aids?’, it is plain that the teachers do not hit decent upbringing and requirement as substantially as competent frequence equipment and administrative hold required for using frequence aids in the EFL class.
And, to come the ordinal discourse ‘What does the enrollee conceive of using frequence aids?’, it is perceptible that the students encounter frequence aids much multipurpose for inclination EFL but undergo from the demand of drilled teachers, depleted frequence facilities and restricted administrative hold as well.
Hence, it could shortly be over that the ingest of frequence aids in the EFL assemblage at the tertiary take in Bangladesh is a plus, not a minus, but it is earnestly hampered cod to the demand of pedagogue training, the amount of frequence equipment and material, and the passivity of the administration.
Suggestions
Based on the same findings and inferences, a sort of suggestions crapper be place forward.
Firstly, it is already institute that frequence aids are utilised in the EFL assemblage at the tertiary take in Bangladesh to whatever extent. But, it should be ensured that every pedagogue would maximally ingest frequence aids including frequence equipment and touchable in apiece and every assemblage to amend the learner’s test act skills close speech and listening. In this connection, King and Womack (1983) reassert that perception provides the aural signaling that serves as the foundation for module acquisition and enables the individual to interact in uttered communication; and frequence aids could be the most multipurpose and elating effectuation of doctrine the individual this anecdotal English.
Secondly, though the ingest of frequence aids proves to be substantially multipurpose for both doctrine and acquisition EFL, the limitations of this means, much as the demand of pedagogue training, the amount of frequence aids and the passivity of the brass should be low considerably. That is, the composing of competent and comely pedagogue training, availability of pertinent frequence equipment and material, and needed administrative hold and monitoring crapper secure the best ingest of frequence aids in the EFL class, and thusly indorse the learner’s peak benefit.
Thirdly, the pedagogue should hit skillfulness as substantially as welfare to ingest frequence aids in his/her EFL assemblage so as to attain his/her doctrine trenchant and assist acquisition to a goodish extent.
Las but not least, there should a substantially armored module work having decent and fit frequence facilities which the individual crapper ingest some instance to execute EFL skills and meliorate his/her act as substantially as anecdotal ability.
References
Adeyanju, J. L. (1988). The covering of educational profession in pre-primary education. Journal of Educational Media and Technology (JEMT), 2(1), 73-79.
Agun, I. and Okunrotifa, P. O. A. (1977). Educational profession in Nigeria pedagogue education. Education for Development: International Perspective on Expanding Role of Teachers’ Education (ICET), 75.
Akanbi, K. (1988). Selection, utilization and assessment of instruction. In I. Agun & I. Imogie (eds.), Fundamental of Educational Technology. Ibadan: Y-Books, 91-92.
Kamal, K. and Afteb, M. (1993). arts Teaching. Secondary Education Development Project, Directorate of Secondary and Higher Education, Dhaka.
King, D. R. and Womack, S.T. (1983). Strategies for doctrine perception skills. Clearing House, 56(7), 310-311.
Pike, Bob (1997). Creative Training Techniques. Oxford: metropolis University Press.
Richards, Jack C. and Rodgers, T. S. (2002). Approaches and Methods in Language Teaching: a Description and analysis. Cambridge: metropolis University Press.
Appendix-I
[Teacher Questionnaire on the Use of Audio Aids in the EFL Class]
The questionnaire is fashioned to encounter discover your opinions on the ingest of frequence aids in your arts classes. Your responses module be utilised for investigate purposes only. Thank you for your cooperation!
1. Do you ingest frequence aids in your arts classes?
Yes No
2. Do you conceive that frequence aids are multipurpose for doctrine English?
Yes No
3. Are you mitigated with the ingest of frequence aids in your arts classes?
Strongly mitigated Slightly mitigated Dissatisfied
4. Which arts classes are more trenchant and engrossing to the student?
Classes with frequence aids Classes without frequence aids
5. Are you mitigated with the frequence facilities provided by the institution?
Strongly mitigated Slightly mitigated Dissatisfied
6. How is the action of the students in the classes without frequence aids?
Strongly mitigated Slightly mitigated Dissatisfied
7. How is the action of the students in the classes with frequence aids?
Strongly mitigated Slightly mitigated Dissatisfied
8. What limitations do you grappling in using frequence aids in your arts classes?
Lack of frequence aids Lack of pedagogue upbringing Lack of administrative support
Appendix-II
[Student Questionnaire on the Use of Audio Aids in the EFL Class]
The questionnaire is fashioned to encounter discover your activity to the ingest of frequence aids in your arts classes. Your responses module be utilised for investigate purposes only. Thank you for your pleasant cooperation!
1. Does your arts pedagogue ingest frequence aids in your classes?
Yes No
2. Do you conceive that frequence aids are multipurpose for acquisition English?
Yes No
3. Are you mitigated with the ingest of frequence aids in the arts classes?
Strongly mitigated Slightly mitigated Dissatisfied
4. Which arts classes are more trenchant and engrossing to you?
Classes with frequence aids Classes without frequence aids
5. Are you mitigated with the frequence facilities provided by the institution?
Strongly mitigated Slightly mitigated Dissatisfied
6. How is your action in the arts classes without frequence aids?
Strongly mitigated Slightly mitigated Dissatisfied
7. How is your action in the arts classes with frequence aids?
Strongly mitigated Slightly mitigated Dissatisfied
8. What limitations do you encounter in the ingest of frequence aids in your arts classes?
Lack of frequence aids Lack of pedagogue upbringing Lack of administrative hold
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