Audiovisual input in language learning: Teachers’ perspectives

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This study reports on the perceived use of audiovisual input by teachers, highlighting factors affecting implementation in teaching practices.

Teachers frequently use video and captioned video for language learning in-class and out-of-class, showing their preference for these resources.
Logistic regression analysis indicated that teachers' perceived importance of audiovisual input influenced their reported usage the most.
Questionnaire data was collected from 193 language teachers globally, providing insights into their practices regarding AV input.
Qualitative analysis of open-ended responses revealed additional reasons behind the use or non-use of various types of audiovisual input.

Sydorenko et al. (2024) studied this question.

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This study reports on the perceived use of audiovisual input by teachers, highlighting factors affecting implementation in teaching practices.