Audio recorded-assisted teaching for improve instructional retention during integrated reading in ESP

Abstract

The purpose of this analysis, which is in keeping with the theme of the study, is to determine the motivating effects of the instructional vocabulary on the ninth-grade students' recall of the tasks taught using Chomsky's primary principle of repetition. This study was conducted using a descriptive survey design. For this study, the pre-test and post-test arrangements constituted a single group. The participants in this sample were thirty (30) ninth-grade students from Dapitan City National High School. In this study, the purposeful testing technique was employed. The evaluation of the respondents with regard to the particular measure is illustrated by the objective analysis. The data shows that they were exposed to a lecture technique during the pre-intervention period. During the post-intervention method, researchers deliver identical material to students via audio-recorded conversation; however, the students must listen to the audio three times (3x) in addition to the self-learning module in the face-to-face environment. The results indicate that the retention rates of students differ dramatically from the lecture method. Therefore, it is obvious that audio-recorded information promotes retention among ninth-grade students since they can hear it repeatedly. Therefore, there is a demand for courses and tutorials on creating captivating audio recordings. Additionally, boost expenditure on educational technologies to improve instruction and literacy for students.