Abstract:

In this study, it is aimed to identify the effects of written-visual teaching materials on acquiring speaking skills in English language teaching upon students’ achievement. Pre-test and post-test control group design was preferred and the control group was referred to as the comparison group. 41 students attending 7th grade formed the workgroup. Pre and post test, speaking rubric and interview forms were prepared. The t test was used and interviews were interpreted corresponding to the frequency and percentage of the open-ended questions. Statistically meaningful difference was found in favor of written-visual group between visual group and written-visual group achievement means. Therefore, visual teaching materials have to be selected and categorized by the language teachers and must be brought to classrooms. It is suggested that visual materials have to be supported by written materials since it is easy to remember and gives chance for better retention

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