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Audiovisual Books Have Better Effects Than Teacher-assisted Model in Second Language Acquisition for Preschool Children
- 1 Johns Hopkins University
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Abstract
This study explores the impact of audiovisual books on second language acquisition in preschool children, addressing challenges related to bilingual teacher availability and high-quality resources in Chinese kindergartens. A comparative analysis between teacher-assisted and instructional audiovisual book methods was conducted in a teaching experiment involving 30 students from a kindergarten in Shenyang, China, who share similar educational backgrounds. The students were divided into two groups, and both groups underwent a pretest and posttest to assess their performance. The findings revealed that audiovisual books were more effective, resulting in significant improvements in letter acquisition for the experimental group. The literature review emphasizes the motivational and convenient aspects of audio-visual books. In the current context of limited teacher resources and the increasing prevalence of electronic devices, audiovisual books offer significant convenience and assistance for educators, parents, and students. This study supports the enhancement of language acquisition in young learners, positioning them for future academic success.
Keywords
second language acquisition, audiovisual books, mobile-assisted, language learning
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Cite this article
Liu,S. (2024). Audiovisual Books Have Better Effects Than Teacher-assisted Model in Second Language Acquisition for Preschool Children. Lecture Notes in Education Psychology and Public Media,60,216-220.
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The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
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Volume title: Proceedings of the 2nd International Conference on Social Psychology and Humanity Studies
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