Multimedia Resources And Their Influence On The Development Of The Speaking Skill Among Heterogeneous Groups. Case Study: Bridge Way World School Of English In Tizi-ouzou

Résumé: This study investigates the extent to which multimedia resources influence the English learners’ speaking skill and the implications that those resources have on the English learners’ cognitive functions. Also, It targets the participants’ attitudes towards using such resources for teaching English and enhancing the learners’ oral capacities in English. This investigation took place at Bridge Way World School of English in Tizi-Ouzou (B.W.W). It uses a descriptive method research, which consists of a mixed method research (Qualitative and Quantitative research). A questionnaire and structured interview are adopted for data collection and both statistical and content analysis for the analysis of this data. This study uses different cognitive theories related to multimedia and learning such as Mayer’s ‘Cognitive Multimedia Learning Theory’ and ‘The Cognitive Approach to Multimedia Learning’. The results indicate that using such resources for teaching and learning English especially the speaking skill, the majority of independent English users (80%) at (B.W.W) learn better from the Audio-visual resources (AVRs) than the other ones. Hence, thanks to (AVRs), independent English learners at (B.W.W) have the ability to improve their oral skill in terms of phonological production (32%); that is, accurate pronunciation and learning new vocabulary (18%). Add to this, the implications that multimedia resources have on the learners’ achievements is that English learners do not learn only pronunciation and vocabulary, but also they have the ability to understand; remember, retain the information, as well as motivation and self-confidence in English language production (speaking).

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