THE ROLE OF THE VISUAL IN FOREIGN LANGUAGE ACQUISITION IN E-LEARNING
THE ROLE OF THE VISUAL IN FOREIGN LANGUAGE ACQUISITION IN E-LEARNING

Summary/Abstract: This study investigates the way the visual element of e-learning affects English language acquisition in a higher education institution in Bucharest. We focus primarily on how it influences the psychology of the student, in comparison with both the impact of simple listening activities, and traditional teaching that does not make use of any technology. To this aim, we resorted to an inquiry made up of 8 questions, the answers to which were then processed using tables and charts. We applied it to 2 12-member groups, after Group 1 had benefited from audio (A) activities, whereas Group 2 had worked with audio-video (AV) materials. The questionnaire had two stages. The first comprised two questions concerning the likeability and learning efficiency of the seminars using A and AV means, in comparison with traditional classes, and positive feedback to these conditioned proceeding with the rest of the query. Since answers were favorable, students were required, on a subsequent day, to give their input regarding other points, which were meant to establish their psychology as a result of having attended the seminar. With e-learning, results show an increase in the amount of English knowledge acquisition, an improvement in the students’ state of mind in comparison with the feel of a classical practice course, enhanced memory and affective involvement, more courage to engage in conversations in the foreign language with strangers, a feeling that less effort was required for the fulfilment of the goal, and the creation of positive behavioral learning patterns for the future. More importantly, the gain is not only in terms of foreign language acquisition and performance, but also as far as the psychological aspects involved, such as motivation, disposition, sociability, self-confidence and sense of fulfilment.

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