Audiovisual Media Integration in Oral Communication in Context: A Dual Perspective Study in Philippine Senior High Schools

Abstract

Audiovisual aids are essential tools in classrooms that enhance the teaching-learning process. In language teaching, their use ensures comprehensible input, maximizes target language exposure, and minimizes direct translation. This study examined the effectiveness of audiovisual media in teaching Oral Communication in Context to Grade 11 students. Using stratified random sampling, 200 students from three public senior high schools in Nueva Ecija participated, along with 15 teacher-respondents selected through total population sampling. A survey questionnaire was administered via Google Forms, and data were analyzed using Microsoft Excel and SPSS Version 21. Findings indicate that learners frequently used audiovisual resources such as short films, television/movie clips, music videos, and vlogs/TikTok, rating them as "effective" in enhancing English learning. Teachers also reported extensive use of these resources, finding them highly beneficial. A significant difference was observed in students' and teachers' responses regarding short films and television/movie clips, while no significant difference was noted for music videos and vlogs/TikTok. The null hypothesis regarding the relationship between respondents' profiles and their use of audiovisual media was accepted. The study recommends continued use of audiovisual media to enrich Oral Communication in Context instruction and suggests further training for teachers in multimedia integration.