THE EFFECT OF VISUAL DICTATION ON GRAMMAR LEARNING BY IRANIAN CHILDREN

Plethora of studies have been carried out to find the affectivity of visual aids as instruments in English language classrooms. The present study attempts to investigate the effects of visual dictation as a technique on learning grammar throughout low-elementary children .To achieve such a purpose, 30 female students, between 8 to 11 years old studying English language at institute in Tehran, Iran were randomly selected and given a general proficiency test in order to check the homogeneity of the subjects. The test was in form of some listening parts, answering questions according to different pictures and writing missing words. Finally, they were divided into two homogenous groups of control and experimental. The result of t-tests supports that the experimental group who received the new grammar items through visual dictation made a better performance to the control group who learned the grammar through definitions and drills. The findings suggest the effectiveness of visual dictation as a pedagogical technique when it comes to teaching grammar.