Résumé:
The present research investigated the impact of visual aids on interaction during project work presentations of secondary school EFL learners, which represent tasks to be done at the end of the unit integrating the language and skills acquired throughout the unit. Specifically, it sought to establish whether the quality visuals aids, their number and their use at a given stage of the presentation were related to more interaction. To reach the aim of the study, the researchers used classroom observation with a second year secondary school class at Abdi Bouaziz Technical School, Jijel. The students were assigned randomly to six groups. Three groups relied on visual aids like pictures, charts and PowerPoint in introducing the topic, then continued presenting without using them whereas the other three groups started presenting without visuals, then continued explanation using them. The findings showed that presentations that employed good quality visual aids, which were relevant, clear, explanatory and interesting, produced more interaction than presentations that relied only on verbal delivery. Learners were more engaged through asking questions, responding to questions and giving comments. Moreover, the results revealed that the number of visuals used did not really count. Furthermore, visuals created more interaction when used in the body of the presentation where details and explanation of the topic were provided than when used in the warming up of the presentation. The use of good quality visuals is highly recommended for teachers, specifically when explaining, and they should encourage learners to employ them in their presentations.
