Mehrsa Keshmirzade - MA of Teaching English as a Foreign Language at Islamic Azad University of Tonekabon

The present study aimed to investigate whether Speaking instruction through two different activity types, namely conference versus audiovisual aids on the, affect intermediate Iranian Learners’ speaking ability. In this study, ۴۰ students of intermediate level were selected from a larger population and were divided into two groups based on their performances on an OQP, EX۱ (conference group) and EX۲ (audiovisual group).The pretest of speaking through a communicative language teaching method; however, their instructional activities were different. After speaking instruction via different instructional activities for both group was completed, two groups received posttest. The results of the paired-sample-t-tests of the groups received posttest. The results of the paired –sample t-test of the groups indicated that participants of both groups significantly outperformed on the posttest measures of speaking. Upon reviewing the results performance of two groups, it was revealed that the no group significantly outperformed the other after the intervention indicating that both activity types have helped learners improve their speaking ability. This study has some applications for language teachers, curriculum designers, and material developers. Throughout this work, we intended to show the importance of using the audio-visual aids can help teachers to develop their students’ speaking skill.in recent years, a great tendency towards the use of technology and its integration into the curriculum has grown great importance .Particularly, the use of video as an audio-visual material in foreign language teaching classroom s has grown rapidly because of the use of video is a great help for foreign language teachers in simulating and facilitating the target language.

Conference activities, Speaking skill, Speaking ability, Audiovisual activity