Enhancing Grade 8 Students’ Speaking Skills Through the Use of Visual Aids: A Study at Mozambican Public Schools

Abstract

This study, entitled “Enhancing Grade 8 Students’ Speaking Skills through the Use of Visual Aids: A Study in Mozambican Public Schools”, investigates the use of visual aids in improving learners’ oral expression in English as a Foreign Language (EFL) classrooms. Guided by the pragmatist paradigm, the study adopted a mixed-methods approach and a descriptive research design to explore classroom practices from multiple perspectives. The study involved one English teacher and 89 Grade 8 students, of whom 82 completed questionnaires and seven participated in interviews. Data were collected through non-participant classroom observations, semi-structured interviews, questionnaires, and document analysis. Methodological triangulation was used to ensure the validity and reliability of the findings. Results indicate that teachers predominantly rely on chalkboard drawings and textbook images, while other visual resources such as flashcards, videos, and infographics are rarely used. Student engagement varied according to task complexity, with higher participation observed in structured drills and lower engagement in more demanding speaking tasks. In addition, document analysis revealed a lack of explicit guidance on the integration of visual aids in instructional planning, suggesting a gap between curriculum intentions and classroom practice. The study concludes that although visual aids have the potential to enhance learners’ comprehension and oral expression, their effectiveness is limited by resource constraints and insufficient pedagogical integration.