Health Information and Tips

Introduction Sometimes it takes time and / or intense, second or foreign language documents (either newly constructed or adapted) may appropriate and acceptable for the learner because he / she feel indifferent and even disappointed with them, as / she is not familiar to very difficult, mechanical, attractive and so on. Also teaching methods and techniques employed teachers should not in tune with the needs of learners, interests and level of talent. Like the traditional approach to teaching L2, including chalk and talk method, the communicative approach to language teaching in order to encourage teachers, as a mediator by the interested learners to action , active and effective in the learning process (Richards and Rodgers 2002). To carry out its mission successfully and maximize the benefits for the learner, the teacher’s teaching methods, techniques and materials in a manner that is consistent with the needs of learners and interest. And appropriate use of audio / AIDS can contribute significantly in this respect (and Kamal Afteb 1993), such as stimulating learning materials and teaching materials to motivate and to arrest the attention of students during education. Audio / AIDS and the devices can be used as models to be heard and to give a picture of something, someone, some situations can be defined. These include recycled materials, radios, tape recorders, cassettes, etc., which is relatively cheap and available and the language teacher with a little training can use in the L2 class then, teaching methods, techniques and materials will be much more effective and more interesting and help learners to a maximum value (Akanbi 1988). Unlike most other types of aid, and means in the language used in class, on the one hand, this type of help from teachers teaching methodology and technological change, and change the situation in the classroom quickly and immediately, if necessary, on the other hand, draws learners’ attention, stimulate their imagination, less fatigue, had prompted the child to be involved in the learning process, and thus helps him powers to acquire the language skills to expect especially listening and speaking. Various educational materials developed and recommended by experts in languages for students interested and motivated to do. The native speaker’s voice and accent go through the tapes for the students enthusiastic and excited. This facilitates students in understanding the language and communicative. Audio aids add life as an effect of the manual and other printed materials used to teach the target language. For example, when a tape is played, and the material is presented, the students immediately attracted to her. He / she feels the presence of another teacher in the classroom. With the help of audio-AIDS, the teacher may, in addition to cope successfully with the weak and indifferent students. This support is seen talking to the teacher and the method of chalk, and vice versa to reduce the increase learner interaction and active participation. The teacher may also be practical as necessary by the use of audio tapes, but it should be noted that the aid-oriented audio must stop and be. Pike (1997) identifies several important reasons for careful planning and use of audio-AIDS: the learners’ motivation, recruitment and maintaining the attention of the learner, the strengthening of the main ideas of the lesson illustrates and supports the spoken literature, minimizing misunderstanding of the learning, retention increased, with a touch of realism, to save time and money class, which helps teachers to communicate faster and more expensive so that students can copy the contents to be understood clearly and easily, and help teachers to clarify the thinking and logical way to communicate. Although AIDS audio are very useful in teaching a L2 and continually expanding its scope of development and availability of technology is its use in the EFL classroom especially at tertiary Bangladesh is still limited. For this reason, the present study was designed to address and explore the following questions: a. The audio means are used in the classroom? b. If yes, how are they useful? C. If not, why they are not used? d. What teachers think about the use of audio-AIDS? e. What students think about the use of audio-AIDS? Design and Research Methodology Topics This study was conducted with 32 teachers and 120 students at the tertiary level, selected randomly from two public universities? Dhaka University and Jahangirnagar University and eight private universities? Daffodil International University, Stanford University, State University, the University of North University Darul Ihsan University North Eastern University and the University of substitution (UODA) in Dhaka. The teacher speaks Bangla had at least a graduate in English and / or literature. And all students had the same mother tongue was Bengali and learning English as a foreign language. Instruments To address and explore issues, a quantitative method, including the two questionnaires, one was for teachers (see Annex I) and the other for students (see Annex II) operated. The present researchers developed the questionnaire based on their firsthand experience of aid for the use of audio-EFL EFL listening and speaking, especially at tertiary level in Bangladesh. Each questionnaire consists of eight items related to research problems stated in the introduction. The first two items in the questionnaires were linked to the question “Are audio aids are used in the classroom?”. The second and the fourth article in the two questionnaires concerned by “If yes, how are they useful?”. The elements of the fifth and eighth in the two questionnaires were linked “If not, why are they not used?”. The third, sixth and seventh items in the questionnaire teachers were having the question “What teachers believe the use of audio-AIDS?”. And the third, sixth and seventh article in a student questionnaire, “What makes the students think in relation to audio-AIDS?”. It should be noted that some questionnaires produced almost identical to the stated objective compares the opinions of both groups of respondents. Collection and analysis The study data were collected from 32 English teachers and 120 students learning English as a foreign language at tertiary level. To develop teachers’ responses to the use of audio-AIDS in the EFL classroom, the second researcher personally contacted each of the teachers and asked them to respond to items in the questionnaire. And the students’ responses to the use of the audio collection in their classrooms EFL AIDS, researchers obtained the cooperation of the teachers who administered the questionnaire for an explanation of the purpose of the study and preliminary information. Data are collected by teachers and students were then evaluated by hand. Presentation and interpretation of results Teacher Questionnaire The questionnaire included eight items of the teachers who were with the teachers’ views on various aspects of the use of audio-AIDS in EFL classrooms. The responses of 32 teachers of English in the questionnaire and discussed itemwise as follows: The first question the use of teachers in your English classes audio-AIDS? Going ” Teacher Table: 1 Choice of scores of share issue Use your English course in audio-AIDS? Yes 32 100% N% 0 00 N = 32 Teacher Table 1 above shows that all teachers answered in the affirmative. This means that 100% of subjects used audio / AIDS in EFL classrooms. This result indicates knowledge of teachers at tertiary level facilities in Bangladesh with modern teaching language and AIDS, teaching and learning EFL rather than making more scientific and effective. It also shows that teachers have experience in dealing with audiovisual materials for teaching EFL students find attractive and useful. Moreover, this phenomenon, in accordance with accounting principles generally effective and popular communicative approach to language teaching (Richards and Rodgers, 2002). The second question was posed to the teacher “Do you think that the audio / AIDS are useful for teaching English?” Teacher Table 2 Choice of scores of share issue Do you think that the audio / AIDS are useful for teaching English? Yes 28 87th 5% N 4 12 5% N = 32 As shown by a master table 2, 28 of the 32 teachers yes checked “, while four teachers ‘No’. In other words, 87 5% of teachers think that audio aids have been useful to teach English as a foreign language, but only 12 5% felt it was inappropriate to use audio on AIDS in their English classes. The result clearly shows that the vast majority of teachers, it is logical to find resources for teaching EFL to see audio in higher education in Bangladesh as in other settings using, for example, Nigeria (Agun and Okunrotifa 1977). The third question the teacher has been designed as “Are you satisfied with the use of audio-AIDS in the teaching of English? Teacher Table: 3 Choice of scores of share issue Are you satisfied with the use of audio-AIDS in the teaching of English? Very Satisfied 8 25% Somewhat satisfied 24 75% Dissatisfied 0 00% N = 32 As a teacher, appears in Table 3, the 32 teachers, eight teachers answered “extremely satisfied” checked 24 ‘easily satisfied, and none of the words “dissatisfied”. It is only 25% of teachers felt that they were heavily included the use of audio in their teaching of English while 75% seems to be somewhat satisfied satisfied in this regard. The result shows that removing all EFL teachers at tertiary level in Bangladesh are more or less satisfied with the use of audio tools for teaching. Notwithstanding, the vast majority of subjects (75%) have mild satisfaction that a reference to the lack of teacher training, motivation of teachers and administrative support. The fourth question in the questionnaire was an English teacher what classes are more effective and attractive to students? ” Table Teacher: 4 Choice of scores of share issue What classes in English are more effective and interesting for students? 28 87 classrooms with audio. 5% Classes without audio AIDS 4 12 5% N = 32 Teacher table 4 that 28 of the 32 teachers identified classes supported with audio-AIDS “and the other four teachers’ classrooms audio without AIDS.” In other words, 87% five teachers, classes in English with Audio AIDS more effective and interesting for their students, were 12 while only 5% felt that English lessons were more effective and interesting audio without aid. Lending support Adeyanju (1988), these results clearly showed that language courses are more effective and more interesting with audio-AIDS for the learner as such, without audio. The fifth issue of the teacher has been built “Are you satisfied with the audio system through the institution of information? ” Table Teacher: 5 Choice of scores of share issue Are you satisfied with the information provided by the audio equipment of the institution? Very satisfied 00% 0 32 Somewhat satisfied 100% Dissatisfied 0 00% N = 32 As a teacher, Table 5 shows that all teachers checked “easily satisfied, and none of the words” very satisfied “or” dissatisfied. “This means that 100% of teachers were easily with audio equipment by the institutions, satisfied. This finding of the study takes place, all teachers a bit of satisfaction with the audio works by the institutions concerned, the institutions have provided are sufficient. The sixth question in the teacher questionnaire was “What is the performance of students in classes without audio AIDS? Table Teacher: 6 Choice of scores of share issue What is the performance of students in classes without audio AIDS? Very satisfied 00% 0 Somewhat satisfied 20 62. 5% Dissatisfied 12 37th 5% N = 32 According to statistics from the table of teachers: 6, scored 20 of the 32 teachers “somewhat satisfied”, 12 teachers selected “dissatisfied” and not “very satisfied” marked. That is, 62 5% of teachers were easily the performance of their students in classrooms without audio AIDS satisfied, while the 37th 5% were dissatisfied with the performance of their students in the class with the same condition. This finding may be due to the fact that the performance of students, teachers and the expectations of the program to reach targeted because of the lack of audio equipment are not attributed. The seventh item on the teacher as “What is the performance of students in classrooms with audio-developed AIDS?” Table 7 teachers Choice question share scores What is the performance of students in classrooms with audio-AIDS? Stark 12 37 satisfied. 5% Somewhat satisfied 16 50% Dissatisfied 4 12 5% N = 32 Table 7 shows that teachers are marked by 32 teachers, 12 ‘Very satisfied’ checked, 16 ‘easily satisfied, and four of the words “dissatisfied”. In other words, 37 5% of teachers were strongly with the performance of their students in classrooms with audio-AIDS satisfied and 50% of teachers were slightly satisfied with their performance of students in the state, but 12 5% of teachers were dissatisfied with the performance of their students in classrooms with audio-AIDS. This shows that, apparently, to find the results of pupils achieved the expectations of teachers and the program precisely because of the use of audio for teaching EFL. The eighth question in the questionnaire was teacher “What are the restrictions you face in using audio / AIDS in the teaching of English? ” Table Teacher: 8 Choice of scores of share issue What are the limits you experience in using audio / AIDS in the teaching of English? The lack of good AIDS 16 50% Lack of training of teachers, 12 37th 5% Lack of administrative support 4 12 5% N = 32 According to verify the results in table Teacher: 8, 16 teachers lack “of audio AIDS, 12 teachers checked” inadequate training of teachers and four teachers checked “lack of administrative support. “In other words, 50% of teachers thought it was the lack of sound AIDS its main limitation, 37th 5% felt that lack of training of teachers was their main constraint, and 12 5% of the absence of support for managing their most important factors determining the use of audio into their English classes. The result is well known that the absence of sound AIDS and teacher training facilities much audio in the EFL class difficult at the tertiary level in Bangladesh. In addition, the lack of administrative support to a certain extent is responsible for the misuse of the audio / AIDS in the classroom. Student Questionnaire The student questionnaire consists of eight articles, views of students on various aspects of the use of audio / AIDS in their English classes were used. The responses of 120 students are eager item questionnaire set as follows: The first question that students “Does your English teacher to use the audio AIDS in your classes? Formulated ” Student Table: 1 Question of stock options Scores Your English teacher to use the audio AIDS in your classes? Yes 81 67th 5% No. 39 32 nd 5% N = 120 As a student appears in Table 1, 81 by 120 students answered the question in the affirmative, while others have 39 students in the negative. That is, 67 5% of respondents found their English teacher with audio AIDS in their classes, but 32 nd 5% can not find their teachers with the help of audiovisual aids. Although most students admit that their teachers to use audio tools in EFL classrooms, it is used in contradiction with the opinions of teachers to one hundred percent of teachers say audio on AIDS in their classrooms. However, it is clear that AIDS-Audio are in most EFL classes in the tertiary sector in Bangladesh, which are used in harmony with the approach to language teaching communication (Richards and Rodgers, 2002). The next question in the student questionnaire as “Do you think that the audio / AIDS are useful for learning English? Framed ‘ Student Table: 2 Question of stock options Scores Do you think that the audio / AIDS are useful for learning English? Yes 117 97th 5% # 03 2 5% N = 120 Student table 2 that 117,120 students positive about the issue, while the rest responded negatively. That is, 97 5% students thought that AIDS audio was useful to learn English, but only secondarily 5% of students not tested audio tools to be useful. The finding is in close relationship with what the teacher is connected, since a large majority of students (97-5%) and teachers (87 5%) believe that the audio / AIDS is useful for teaching EFL and learning. The third question was posed to students as “Are you satisfied with the use of audio-AIDS in the teaching of English?” Table of students: 3 Question of stock options Scores Are you satisfied with the use of audio-AIDS in the teaching of English? June 5 Very satisfied% Somewhat satisfied 63 52. 5% Dissatisfied 51 42 5% N = 120 According to statistics from the table of students: 3, 120 students, only six students checked very satisfied “and 63 marked” not very satisfied, but 51 students have checked “dissatisfied.” In other words, only 5% were satisfied and 52. 5% easier to satisfy when using the audio / AIDS in their English lessons 42nd found students from 5% to be dissatisfied. Since this finding suggests that, contrary to all the teachers happy, a good number of students (42nd to 5%) are dissatisfied with the use of audio-AIDS, although the majority of students more or less satisfied with the use of audio / AIDS in their English classes. The result can be attributed to lack of teacher training, inadequate equipment, audio and limited administrative support. The fourth question, students are housed as “What English classes more effective and more interesting for you?” Student Table: 4 Question of stock options Scores What classes in English are more effective and more interesting for you? Classes with audio-AIDS-105 87th 5% Classes without audio AIDS 15 12 5% N = 120 Student table: 4-105 120 students “classes marked with audio-AIDS” and the other 15 students checked “classes without audio AIDS. That is, 87 5% of students supported, the courts have been more effective in English with Audio / AIDS and interesting for them, while only 12 5% said that English classes were without audio tools effective and interesting. This result provides comprehensive support for teachers’ opinions and requests for use if sufficient aid audio in the EFL classroom at the tertiary level in Bangladesh. The fifth question in the student questionnaire was designed as “Are you satisfied with the information provided by the audio equipment of the institution? Table 5 Students Question of stock options Scores Are you satisfied with the information provided by the audio equipment of the institution? June 5 Very satisfied% Somewhat satisfied 48 40% Dissatisfied 66 55% N = 120 According to statistics from the table of students: 4 per 120 students, only six students scored very satisfied “and 48 students easily satisfied” scored, but scored 66 “dissatisfied.” This means that only 5% were very satisfied and 40% some thing with audio systems by the institution while the majority of students (55%) found the information was pleased to be dissatisfied. Here, most students (55%) are dissatisfied and many of them (40%) increased slightly with the audio systems by the institution, if all teachers are easily satisfied satisfied. But it is clear that these audio systems are inadequate, probably because of lack of teacher training and administrative support. The sixth question in the student questionnaire: “How is your performance in English classes without audio developed AIDS?” Table 6 students Question of stock options Scores How is your performance in English classes audio without AIDS? Very satisfied 24 20% Somewhat satisfied 42 35% Dissatisfied 54 45% N = 120 As a student in the following table: 6, 24 out of 120 students from “very satisfied”, 42 students marked “very satisfied” and 54 labeled “dissatisfied”. In other words, 20% of students were very satisfied and 35% were somewhat satisfied with their performance in classes without audio AIDS, while 45% are dissatisfied with their performance in class with the same condition have been. Although most students (55%) are more or less satisfied with their performance in the teaching of English audio without AIDS, a significant number of students (45%) in very close cooperation with teachers (37 5%) are dissatisfied. The seventh question in the student questionnaire: “How is your performance in English courses with audio-AIDS-set? Student Table: 7 Question of stock options Scores How is your performance in English courses with audio / AIDS? Very satisfied 36 30% Somewhat satisfied 57 47. 5% Dissatisfied 5% 22nd 27 N = 120 Student Table: 7 shows that over 36,120 students answered “very satisfied” checked 57 ‘very satisfied “and 27 checked” dissatisfied “. This means that 30% of students were very satisfied with its performance in the classroom with audio / AIDS, 5% and 47 students were somewhat satisfied with their performance in the same state, but students were 22nd 5% dissatisfied with their performance in classrooms with audio-AIDS. As the teacher (87 5%), a large number of students (77%) feel the need audio equipment for improving their performance in the EFL classroom. The eighth question was posed to students as “What are the restrictions can be found in the use of audio-AIDS in the teaching of English?” Table of students: 8 Question of stock options Scores What restrictions can be found in the use of audio-AIDS in the teaching of English? Lack of audio 62nd 75 5% Lack of Teacher Education 12 10% Lack of administrative support 33 27th 5% N = 120 According to statistics from the table of students: 8, 75 students chose “lack of audio, 12 students chose” lack of training of teachers and 33 students chose “lack of administrative support. “In other words, 62 5% students think that the absence of sound AIDS its main limitation is, 10% believe that lack of training of teachers was their main constraint, and 27 5% of absence Support for the management of their most important factors determining the use of audio AIDS. The similar findings with the teachers, found that the conclusion that the lack of audio equipment, teacher training and administrative support of all audio equipment has decreased in the EFL classroom at the tertiary level in Bangladesh. Conclusions The presentation and interpretation of the results of the study conducted above the following conclusions: Regarding the first question “auxiliary audio are used in the classroom?” It could be concluded that the audio material, mostly more or less in EFL classrooms at the tertiary level in Bangladesh, in respect of contemporary communicative language teaching method used (Richards and Rodgers, 2002). Regarding the problem of finding the other hand, “If so, how are they useful?” Unable to assume that the audio-Aid in the EFL classroom at the tertiary level in Bangladesh especially useful because the use of these tools is making education more attractive and effective, and learning by promoting and strengthening the motivation of learners and the arrest of his attention during the appraisal process. To answer the third question, “If not, why they are not used?” Can you imagine the lack of teacher training, audio aids and administrative support for the insufficient use of audio-AIDS, even if the use of audio-AIDS will be expanded considerably at the tertiary level in Bangladesh EFL learning. In response to the fourth question, “What the teacher thinks that using audio AIDS? Is it obvious that the teacher does not require sufficient training and motivation, and adequate sound system and administrative support for the use of audio-AIDS in the EFL classroom. And the fifth question, “What is the address of the students think using audio-AIDS?” If on the students, you will find many useful audio AIDS to address EFL, but suffer from lack of qualified teachers, inadequate facilities and low administrative support as well. Thus, it could short the conclusion that the use of audio-AIDS in the EFL classroom at the tertiary level in Bangladesh is a plus and a minus, but it is seriously hampered by the lack of teacher training, the failure of the audio system and equipment, and the indifference of the administration. Suggestions Based on the findings and conclusions that can be presented as a series of suggestions. Firstly, it is already established that the aid audio are used in the EFL classroom at the tertiary level in Bangladesh, to some extent. But we must ensure that every teacher should make maximum use of audio tools, including audio equipment and materials in every classroom to develop learners’ skills in oral communication, including talking and listening. In this context, King and Womack (1983) argue that listening to the sound input as the basis for language acquisition and enables learners in the interaction of speech communication, provides audio and AIDS means the most useful and exciting teaching to these learners of English communication. Second, although use of audio / AIDS is proving to be much more useful for teaching and learning EFL, the limits of this method, such as lack of teacher training, should the failure of the Audio-aid and the indifference of the administration are significantly reduced. In other words, the provision of adequate and appropriate training of teachers, availability of appropriate audio equipment and material, and administrative support and monitoring can ensure the optimal use of audio / AIDS in EFL class and thus to guarantee students the maximum benefits. Third, teachers must have experience and interest in Audio AIDS among the EFL classroom used to be used to facilitate teaching and learning in a considerable extent. Las but not least, there should be a well-equipped language laboratory, sufficient exercise and proper equipment that can use audio learning EFL at any time and improve their linguistic and communicative competence.