Introduction a picture is worth a thousand words (Byk, 2011).

. It is often known that students differ in their learning styles, so teachers are supposed to pay more attention to such a problem. The traditional teaching technique or direct instruction style suits most students, but there are other different auditory or visual learners who need different teaching style. So teachers have to vary their techniques used inside their classes in order to achieve better understanding among their students. One of recommended solutions is using audio visual aids as a helping technique in classrooms. Many teachers adopt this style and they find it a fruitful technique that it not only develops language skills, but also contributes in giving students background for many cultures as well (Stoller, 1995). Despite the fact that using audio visuals is remarkably a useful technique, we can notice that it is not a common technique in the Palestinian schools because of many reasons.

The problem of the study Using audio visual aids in teaching languages is a notably effective teaching style since it can make a class more lively and interesting; so students ability to understand is enhanced by such technique. Consequently, most teachers in the world adopt this technique, but unfortunately, it is not the same in Gaza schools as the majority of them do not use this technique, and they depend mainly and sometimes only on the ordinary teaching style.

The need of the study While checking books, articles and other sources, it could be noticed that non of them has paid any attention to the problem of lack of using audio visual aids in teaching in Gaza schools. Therefore, this research concentrates on this problem and tries to recommend some suitable solutions.

Validity of the questionnaire The researcher asked her instructor of Advanced Writing course in Islamic University of Gaza to suggest, modify, and give opinion about the questionnaire items and how far they are convenient and suitable for the study. The instructor, who is experienced in field of writing research papers, gave a valuable feedback and made some modifications on 3 of the items.

Definition of terms Audio visuals: Aids that can be heard or seen or even both of them, such as, videos, audio cassettes, movies or songs (Describe How, n.d). EFL: English as a Foreign Language. YouTube channels: Channel on YouTube is the home page for an account. It shows the account name, the account type, the public videos they've uploaded, and any user information they've entered (Karch, n.d).

Limitation of the study This study is limited to a sample of 8 male and female teachers from Rafah city. It is limited to UNRWA preparatory schools; Rafah Prep. School (D) for Females, and Rafah Prep. School (E) for Males. This study limits itself by numbering the reasons and features of lack of using audio visuals as a teaching method.

Literature Investigation There are many principals and criteria teachers should follow when they choose audio visuals for their classes. Gower, Phillips and Walters (1995), for instance, stated some principles for showing an audio visual aid in classroom: Big enough to be seen. Unambiguous. Everyone can see it.

Another article (Why Use Audio Visual Aids, 2010) discussed some characteristics that must be available in audio visual aids in order to be effective in teaching process: It must be practical. It must be simple; simple in construction and simple to present. It must be interesting. It must be educational. It should be relevant to the lesson. The aid should be easy to manipulate. It shouldnt be too expensive.

Wilson (2000) also talked about some cases in which videos are ineffective in learning process, such as, When the visual is too small. When the visual or the video uses stereotypes. When the visual is a poor reproduction. When the picture is far away from the text illustration. When the video has irrelevant captioning. When the visual offers too much information related or unrelated to the picture. Using audio visual aids in teaching is a sufficient method teachers use to achieve many goals. Many articles and authors talked about audio visuals advantages.
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In Describe How the Visual Aids ( n.d), the author mentioned some advantages of audio visual aids, such as: Bring the student in direct contact with objects and things by bringing the world into the classroom. Help the students in understanding different cultural backgrounds. Stimulate the memory by having the way to students senses inviting them to contribute. Teaching can be effective by bringing situations for practicing language items. Help in formatting language habits by repetition, and constant practice. Provide recreation and rich variety of language experience to the students. Save time and energy.

According to Stoller (1995), videotapes and films have many values since: They diversify curriculum as they add an extra dimension to course design. They provide a rich variety of language and cultural experiences. They bring an air of reality into the classroom, simulating real world language demands. They provide students with natural exposure to a wide variety of target language forms. They have a powerful impact that motivate students during activities. They provide students with the opportunity to explore more on a thematic topic.

Gower, Phillips and Walters (1995) in their book consider audio visuals with many advantages, such as: Clarifying meaning more directly than verbal explanation. Attracting students attention. Adding variety and exciting to the lesson. Stimulating discussion.

Why Use YouTube in Classroom (n.d) discussed how using video recorders in classroom can be useful as they:
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Increase student engagement: When the teacher begins the class with an engaging clip, students will never be late or absent from the class. Teach to every type of learner: Teachers should consider all students different types of learners, so by using videos and records they can tap into the mind of the visual learner (para. 4)

Lengthen in-class instructional time: when teachers record directions and explanation, they do not waste time in repeating the same points. Also, students can replay lectures at home whenever they need, specially students who were absent due to sickness or other reasons. Expand teachers impact by reaching a larger audience: By recording lectures and uploading them, not only students in classrooms will get benefit from them, but also students all over the world! Despite the fact that audio visuals are essentially used in language class for visual

presentations and getting language patterns from visual cues, the writer of Audio-Lingual Audio-Visual Method. (n.d) pointed out that they can be harmful for many reasons: Students turn into parrots, that they can reproduce anything but never create something new or spontaneous. Students become better in the same pattern practice but unable to use the same patterns in real situations. Some teachers misuse the audio visuals and consider them as a teaching method not a teaching aid. Teachers are not aware of the fact that students need some further skills to assimilate material and use it creatively. Teachers find it difficult to carry tape-recorders from a classroom to a classroom, set up projectors and take responsibility of equipment that they could break down, projector lamps explode and many other problems. Using audio visual aids, according to Byk (2011), should be consistent with curriculum objectives, and teachers shouldnt completely rely on technology since that doesnt develop learning as they may think. He also assures the strong and valuable
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relationship between teacher and students, and that without teachers teaching process can not go on even if there is technology since it can not substitute teachers. According to Stoller (1995), teacher should use films and videotapes with a careful attention, or they will be considered as not sufficiently academic or unjustifiable time fillers. Also, these visual aids should be viewed as classroom resources, in other words, they cant replace the teacher nor instruction. In addition to that, teachers should explain to the students the purpose behind using such screening sessions in the class as students are not familiar with the screen as a teaching tool in the same way they deal with the textbook.

Stoller (1995) also provided the article with film and videotape selection criteria the teachers should follow since not all videos or films are suitable to all students. The length of the film is one of these considerable criteria. Teacher should define the length according to attention span, memory, classroom scheduling, equipment availability, course objectives and student proficiency level. It is important to select films/videos that are long enough to convey meaningful content yet short enough to allow classroom time for pre-viewing and post-viewing activities (p. 64). The author also stated that if the teacher wants to make an effective use of a video, he should employ 3 kinds of activities: Pre-viewing activities, are used to prepare students for the viewing of the film or video since providing students of a background of the topic helps them to understand the whole material. When the teacher choose pre-viewing activities, he should take into consideration some criteria; the video itself, the needs of the students, the goals of the class session. Those activities can be as following; student interviews, problem solving, discussion of film title, brainstorming activities, film summery, informationgap exercise, dictionary work. Viewing activities, are used to facilitate the actual viewing of a video, help students deal with specific issues. Those activities can be: directed listening, information gathering, film interruptions, second screening.

Post-viewing activities, to stimulate both written and oral use of the target language, and utilize information. This type includes activities such; in-class interviews, film summaries, alternative endings, discussion, comparisons, agree/disagree/unsure activity, ranking/group consensus, paragraph organization, etc.

Lo (2011), in her article, considered audio visual aids as one of the most effective ways in teaching since they give students further techniques to understand subject matter. She instructed teachers with some methods to get good results of using audio visual aids in classroom: To implement show and tell sessions to promote students involvement. This can help the teacher to assess students full understanding of the topic being explained. To invite guest speakers to help students learn concepts. This strategy is mainly used in social study classes in order to connect theories with daily life.

Lestage (1959) discussed some common problems of the audio visual aids as a teaching method. He stated that audio visuals can be useful in teaching since they materialize students thoughts in the form of graphic or sonorous images or give their thoughts a concrete frame of reference (para. 1). One of the basic problems of teaching the article mentioned is pedagogy, suggesting for educators to increase their use of varied means including audio visuals as they are remarkably related to the educational materials. The author pointed out to violence colors and slogans and many shock techniques in home like radio and television to have a great impact on children more than visual aids used in schools, so he suggested that more psychological research papers in this field are needed to find out the relation between education and filmology, for example. The author also assured that there is a strong relation between techniques and pedagogy and so audio visuals can not be separated from the educational system despite the problem that faces teachers of being not aware enough to use such techniques since these audio visuals need a technician or a specialist and that is what the teacher may almost lack. Regarding underdeveloped countries, the problem is more complicated since they lack qualified personnel and equipment, so the author believed that educators should
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draw the attention of their governments to such an obstacle. In addition to the problems are mentioned above, theres the problem of liquidation of illiteracy which was suggested to be solved by radio quickly, easily and cheaply.

Methodology

Sample and Data collection The researcher used a questionnaire as a data collection method. It contains 8 yes/no questions concerned with some reasons behind the lack of using audio visuals in teaching. She distributed it among 10 male and female teachers of English from two preparatory schools in Rafah (see appendix I). The schoolteachers hold a bachelor degree in English with 2-10 year teaching experience at various levels.

Procedure At the end of the first semester of school year 2011/2012, the researcher distributed a questionnaire among 10 EFL schoolteachers in Rafah city, who were very helpful, and they completely answered all the questions.

Results and Discussions The questionnaire investigates three points; teachers ability to use audio visuals, validity of audio visual aids in schools, and reasons behind lack of using audio visuals in teaching in Gaza Strip schools. All teachers answered yes to the first question which indicates that teachers generally have the ability to vary their teaching style, and that they are not stock to the ordinary method since they have ever used audio visuals in their teaching. However, teachers almost use just tape recorders when they try to apply using audio visuals, and that refers to schools lack of sets and equipments for other audio visual aids like videos and YouTube channels, etc.
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In the second question, eight teachers answered yes and two answered no. For those who answered yes, it is clear that they would use audio visuals in teaching since it is often considered as an effective way that facilitates and fastens learning process. The no answer might indicate that those two teachers who said no might have encountered a problem while using audio visuals, or they might consider the obstacles and disadvantages of this method. Regarding the third question, the majority answered yes and just one teacher answered no. Teachers usually believe that audio visuals make the class more lively and interesting, so students will be waiting for the class enthusiastically with active minds. For the one who answered no, he might think of audio visuals as distracters more that motivators in the class, but actually, that rarely happens. The fourth question aims at investigating the audio visuals impact on students understanding level. Eight teachers believe that such technique helps to enhance and strengthen students understanding for they attract students attention and keep their minds inside the class. Consequently, students fully understand information the teacher presents. Two teachers answered no, and that might be because they misuse audio visuals or they are not aware of activities that should be applied in the classroom when using audio visuals, such as, pre-viewing, viewing, post-viewing activities (Stoller, 1995:64-68). The fifth and sixth questions investigate whether teachers are qualified to use equipments and programs necessary to audio visuals or not. In the fifth question, all teachers answered that they know how to use equipment like LCDs, projectors and computers, etc. This result has a good indication that teachers are qualified to use such equipment if they are asked to apply the audio visual technique in teaching. In the sixth question, two out of 10 schoolteachers answered that they do not know how to use software programs like PowerPoint, Word, Excel and video players, and that refers to not being receiving courses in software and computers. Yet it is a good result to see most of teachers have the ability to deal with computer programs, and that is because of the Information Technology revolution which modernizes people everywhere. Also, students nowadays study courses of technology and computer science in schools according to the new syllabus applied in Palestine, and that helps them after graduation.

In the seventh question, two teachers answered yes and mentioned that audio visual aids have many disadvantages, such as: Distraction Noise caused by students and the environment around the class. It is hard to control the class.

That might refer to teachers disability to organize a suitable material for applying this technique. However, eight teachers answered no, so the majority of the sample think of audio visuals to have advantages more than disadvantages. The eighth question is the most important one since it investigates the main obstacles that are the reason behind lack of using audio visuals in teaching. All teachers answered yes, so that assures the fact that education in Gaza Strip faces many obstacles. Teachers who answered yes supported their answer with examples of obstacles they encounter, such as: Large number of students. The class environment is not suitable because of the noise caused by students. Classes are not equipped with neither audio nor visual items. Students bad level. The big amount of syllabus, so there is no time for using audio visual aids. Moving from a class to another makes it difficult to use LCDs, computers, etc. Most of teachers mentioned the problem of electricity as a basic reason behind their lack of using audio visuals.

Summery Most of teachers complain of the low level of their students, but they are ignorant of reasons behind this problem. They ignore their students need to be interested in the lesson before understanding it. Most teachers do not use multiple teaching style as one of the most excellent methods of teaching which can help students who have different learning styles (Laura, n.d).
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Teachers who do not consider audio visuals as an effective way in teaching are those who misuse and misunderstand the strategies of using such a method. Some teachers do not know how to choose the suitable audio visual aid to their lessons, so that can confuse and distract students and even teachers themselves (Why Use Audio Visual, 2010). On the other hand, there are teachers who overuse audio visuals inside their classrooms, and other completely depend on them, but that should not happen since audio visual aids can not substitute real experiences and live situations. Audio visual aids should be used in case real situations are not available due to circumstances (Why Use Audio Visual, 2010, Byk, 2011) The most common problem that all teachers complain of is lack of equipment in Gaza schools, UNRWA or governmental schools. This is the biggest obstacle stands against using audio visual aids. Most schools lack laboratories that can include equipment and sets. In addition, classes are not equipped, so teachers have to carry their equipment wherever they go, and this is a hard task as most of them mentioned when they answered the questionnaire. Schools in Gaza need a real rehabilitation of classes, equipment and even teachers. Recommendations Since students usually complain and suffer from boring classes which results in their low level of understanding, audio visual method come as a solution for their problem. However, it is not an easy task because it needs many procedures before starting using such method. The researcher is mentioning some recommendations in order to apply this method in Gaza schools in a very suitable way. Teachers or school principles should address their government or UNRWA managers to construct laboratories provided with all technical tools that could be used to apply the audio visual method in their schools, such as projectors, computers, LCDs, internet access, speakers, etc. They also should ask the officials to equip classes with at least an LCD and a computer, so teachers do not have to carry their equipment wherever they go. In addition to that, schools should be provided with at least one technician, so he can fix sets once they get broken, and teachers will not have to spend days waiting for
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sets to be fixed. The problem of electricity can also be solved if the government provides schools with generators in case electricity goes off. Most teachers do not know how to apply audio visual method in teaching. Some misuse and others overuse them, so the result is always negative. Teachers who believe that audio visuals have negative effects are those who do not know how to use them properly. Therefore, officials should hold seminars and meetings to discuss some strategies that should be used when teachers apply the audio visual method. Such meetings can direct teachers toward the right and effective use of audio visual aids and enhance teachers awareness of activities employed in classrooms (Stoller, 1995). Finally, some teachers complain that they have the well to use audio visual aids, but they fail since they are bad users of technical tools, such as computers, recorders, and programs, such as Microsoft PowerPoint, video players and YouTube channels. Consequently, the government can easily solve this problem by holding training courses for teachers to develop their abilities of using technical tools and computer programs. Conclusion To conclude, through studies and teaching experiments, audio visual aids are essential component of EFL lessons. However, Gaza schools lack such a technique for many reasons, such as, lack of equipment and that teachers are not qualified to use this method. Thus, through a questionnaire was distributed by the researcher, she managed to get more details about this problem from some EFL schoolteacher. According to the results, the researcher provided this research with some recommendations in order to solve this problem

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References

Audio-Lingual Audio-Visual Method. (n.d) [online], Available: <http://www.aber.ac.uk /~mflwww/seclangacq/langteacht7.html> [Accessed 23rd November 2011]. Byk, J. (2011). The Uses of Audio-Visual Aids in Teaching. [online], Available: <http://www.ehow.com/about_5454141_uses-audiovisual-aids-teaching.html> [Accessed 23rd November 2011]. Describe How the Visual Aids Can Help in Teaching Language. (n.d) [online], Available: <http://jilaniwarsi.tripod.com/visual.pdf> [Accessed 23rd November 2011]. Gower, R.; Phillips, D. and Walters, S. (1995). Teaching Practice Handbook. (Pp. 70-76). Chicago: Heinemann. Karch, M. (n.d). Channel(YouTube). [online]. Available: <http://google.about.com/od /k/g/YouTube_channel_Def.htm> [Accessed 25th December] Laura, (Performer). Audio Visual Aids in Teaching. [Motion Video]. Retrieved November 23, 2011 from <http://www.ehow.com/video_4950111_audiovisual-aids-teaching. html/video> Lestage, A. (1959). The Use of Audio-Visual Aids in Education. [online]. Available: <http://unesco.org /education/nfsunesco/pdf/LESTAG_E.PDF - France > [Accessed 23rd November 2011]. Lo, M. (2011). How to Use Audio/Visual Aids in Teaching. [online], Available: <http://www.ehow.com/how_4601500_use-audio_visual-aids-teaching.html> [Accessed 23rd November 2011]. Stoller, F. L. (1995). Films and Videotapes. In T. Kral, (ed.). Creative Classroom Activities: English Teaching Forum. (Pp. 62-68). Washington: English Language Program Division.

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Why Use Audio Visual Aids in Teaching Language (2010). [online], Available: <http://www.articlesbase.com/languages-articles/why-use-audio-visual-aids-inlanguage-teaching-2954769.html> [Accessed 23rd November 2011]. Why Use YouTube in Your Classroom. (n.d) [online], Available: <http://www.youtube.com /Teachers> [Accessed 23rd November 2011]. Wilson, C. C. (2000). Practical Aspects of Using Video in the Foreign Language Classroom. The Internet TESL Journal, 5/11. Available: < http://iteslj.org/Articles/Canning-Video.html> [Accessed 23rd November 2011].

Consulted References

Mourtaga, Kamal (2009) Poor Writing in English: A Case of the Palestinian EFL Learners in Gaza Strip. Unpublished Research Paper. Islamic University of Gaza. Lester, J. D. and Lester, J. D. Jr (2010). Writing Research Papers: A Complete Guide. 13th edition. New York: Pearson Education. Inc. Leki, I. (1995), Academic Writing: Exploring Processes and Strategies. 2nd edition. New York: St. Martin's Press, Inc. Berke, J. (1985). Twenty Questions for the Writer: A Rhetoric with Readings. 4th edition. New York: Harcourt Brace Jovanovich, Inc.

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Appendix I

Questionnaire on using audio visuals in teaching in Palestinian preparatory schools

Dear teachers, This questionnaire is for a research paper on lack of using audio visual aids in teaching in Palestinian preparatory schools. I would highly appreciate your response to the following easy questions by putting just either in the field of YES or NO. Please explain your answer if you are asked to. Do not write your name or your school name. Note: this questionnaire is just, be used as data method in the research mentioned above, and there are no other purposes.

The Researcher Ola D. Al-Mashwakhy Islamic University of Gaza

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Audio visuals are aids that can be heard or seen or even both of them, such as, videos, audio cassettes, movies or songs.

Q#
1 2 3 4 5 6 7

Question
Have you ever used any type of audio-visual aids as a method in your teaching? Do you prefer using audio visuals to the ordinary method in teaching? Do you think that using audio visuals motivate students to pay more attention to the class? Do you feel that using audio visuals in teaching has a positive impact on students understanding? Do you know how to use sets like (LCDs, projectors, computers, tape recorders etc.)? Do you have the ability to use computer programs, such as (PowerPoint, Microsoft word, Excel, video players, YouTube channels, recorders etc.)? Are there any disadvantages of using audio visual aids in teaching? (If YES, mention some items)

Yes

No

Do you face problems stand as obstacles to use audio visuals in your class? (If YES, mention some items)

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Appendix II

The following table shows the results that the researcher got from the questionnaire which was distributed among 10 male and female teachers in two preparatory schools in Rafah city.

Q# 1 2 3 4 5 6 7 8

Yes
10 8 9 8 10 8 2 8

No 0 2 1 2 0 2 8 2

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