THE INFLUENCE OF THE AUDIO-LINGUAL METHOD IN STUDENTS FROM

PUBLIC HIGH SCHOOLS IN MANABÍ

Bazurto Palma Carmen Judith 1,

Detken Landazuri María Belén2,

Muñoz Zambrano Jonathan Fernando3

APA:

Bazurto C., Detken B., & Muñoz J., (2021) THE INFLUENCE OF THE AUDIO-LINGUAL

METHOD IN STUDENTS FROM PUBLIC HIGH SCHOOLS IN MANABÍ

Abstract

This study tried to analyze the use of the Audio-Lingual Method (ALM) for Foreign
Language Teaching in the public schools of Manabí to help teachers upgrading their teaching skills
and develop students' communicative language skills. The methodology in this paper was a
secondary research, and the authors selected sixteen reliable papers. The data were analyzed by
using a chart to establish; the main problem, authors, conclusions, and remarks in order to have a
deeper understanding of when and how to apply the Audio Lingual Method in second language
acquisition.
The results proved that Audio-Lingual is better for beginner learners. Besides Audio-
Lingual Method can be used with different combinations of methods to be effective. The
knowledge of this research will help educators to obtain better results in their students. This study
demonstrated with evidence that one single method is not beneficial for learning a second
language.
Keywords: Audio-lingual Method, Foreign Language Teaching and second language
acquisition.

1
Estudiantes de Postgrado, Universidad Técnica De Manabí. Correo: cbazurto7240@utm.edu.ec
2
Estudiantes de Postgrado, Universidad Técnica De Manabí. Correo: mdetken6387@utm.edu.ec
3
Estudiantes de Postgrado, Universidad Técnica De Manabí. Correo: jmunoz3193@utm.edu.ec

Fuente de este formato:

Tobón, S. (2016). Metodología de redacción de artículos científicos. Orlando (Estados Unidos): Kresearch.
 2

Introduction

Throughout the history of the humanity, the communication has been necessary. From the

beginning of the history, with pictures and sounds, to nowadays with different languages. When

languages started to appeared, the interest of studying them also started to flourished, trying to

create friendship or economical bonds.

The Audiolingual method is one of the most studied methods in teaching a second and

foreign language, but it has been always a controversial issue for education. Therefore, in Ecuador,

where teaching English as a foreigner language has been a weakness in the teaching program, the

method chosen for teaching has been always in dispute. The educational system in Ecuador uses

different methods, but the most used is the “Constructivism”, that is to construct the knowledge

from the prior one.

As Abu-Melhim, 2009, explains that the Audiolingual method refers to two components in

the communication process. These are “audio” and “lingual”. Audio refers to the listening while

lingual to the speaking process.

Mei, 2018, in his paper advocate that English is still considered a formal language for most

international conferences. Also, he asserts that people are realizing the purpose of learning English

is to use it for communication. While Qin, 2019, states the communicative language teaching

methods and the audiolingual method are crucial in foreign language teaching.

This paper discusses the influence of the audiolingual method in students from public high

schools in Manabí and to bring as a conclusion if it is useful alone or with another method.
 3

Methodology

The type of research of this study is theoretical with the main sought is to establish the

effectiveness of the Audio-Lingual method in the acquisition of the English language in public

schools in Manabí.

This research methodology is qualitative which uses documents published up through 2007

written in English. The writers used document analysis to collect the data. The fourteen research

papers were collected from Google Scholars to obtain reliable, update, and relevant information to

answer the hypothesis and the research question. Besides, those studies were concerned about

applying the Audio-Lingual Method with a depth analysis to find scientific evidence if the audio-

lingual method is beneficial in the educational process for acquiring a second language to improve

English skills.

The study has carried in three steps: first, the authors had a meeting to determine a

beneficial approach to obtain a second language. Then, they had conducted secondary research

about Audio-lingual to determine if Audio-Lingual is the best way to teach English in Public

schools in Manabí. After that, the authors highlighted, analyzed, and determined significant

aspects. Finally, the researchers completed a table provide by Mauro Ocaña, Ph.D. who is a

Professor of “Technical University of Manabí” which includes the name of the study, the main

problem, type of research, technique, results, and remarks to confirm or disconfirm if the Audio-

Lingual method as adequate for language acquisition.

Language acquisition has diverse theories, methods, and approaches, which have emerged

through the years in the learning process of acquisition of a second language. Mead, n.d., explained

that good teachers believe in educational methods. Hence, this research intends to know if the
 4

Audio-Lingual helps learners acquiring a second language performance in speaking, writing,

listening, and reading.

Linguistics, methodologists, psychologists, and researchers have their criteria based on

investigation and studies to understand language acquisition. Thus, the authors have analyzed a

variety of term papers to establish scientific evidence to apply Audio-Lingual Method to achieve

that students produce the target language.

Type of

N Author(s) Title The main problem research Technique Conclusion Remarks

This study is focused to evaluate the

Audio-lingual method in the teaching The teachers have to know a deep

Re-evaluating the Each approach or method has
Abdel- English process and define the features, knowledge about the paradigms,
Effectiveness of the advantages for teaching a foreign
Rahman implications, advantages, disadvantages, theories, methods, or approached
Audio-lingual Method Bibliographic language. Besides, there is no right or
1 Abu- and nature of drills in classroom Qualitative for language acquisition to adjust
in Teaching English to review wrong method, but teachers have to
Melhim activities. In addition, to seek the or adapt methodology and
Speakers of Other choose one according to goals, students,
(2009) effectiveness of applying ALM alone in procedures for different academic
Languages. or language program.
the learning process to acquire a second situations.

language.

Results concluded that the Audio-

Effectiveness of the
Boonruang This paper is summarized 16 research Lingual Method had used for This paper was inspired by another writer
Audio-lingual Method:
C., documents to investigate the effective use Bibliographic school and university students. Boonpok (2011) who made a meticulous
2 A Further Synthesis of Qualitative
Pimchanok of the Audio-lingual Method for foreign review Their study has shown an effective synthesis of research on the ALM in
Research Through
C. (2017) language teaching to non-native speakers. teaching method at the beginner Thailand and other countries.
2015.
level (2017).

Dhion
The result demonstrated that
Meitreya, This investigation explored the Audio-
repetition is the most satisfactory
Yoana The Implementation of Lingual Method in teaching English in This paper aim is to find the acceptable
Bibliographic technique to teach Maritime
3 Pradnya, Audio Lingual Method Maritim Nusantara Cilacap Academy to Qualitative techniques of the ALM to improve the
review English. They show a great
Akademi in Teaching Grammar. establish adequate techniques to improve students learning.
improvement between the Pre-
Maritim learners´ skills.
Test and Final Test.
(2018)

This paper sought strengths and failures Teachers should understand

Liu, Qing- An Analysis of for the most prominent teaching students’ needs, level of the target The authors analyzed that just one single

Xue; Shi, Language Teaching approaches and methods such as Bibliographic language, and backgrounds. method or approach could not guarantee
4 Qualitative
Jin-fang Approaches and Grammar-translation, Direct, Audio- review Besides, they use each method or effective results to obtain second

(2007) Methods lingual, Communicative Teaching to approach depending on language acquisition.

apply them in the learning process. circumstances.

Marianne This paper helps educators to understand Docents have to know which are
Language Teaching This paper provides remarkable criteria
Celce- methods for second language acquisition approaches, methods, and
5 Approaches: An Qualitative Survey for new approaches to methodology and
Murcia and select them according to teaching paradigms in language acquisition
Overview. how to apply them to succeed in the
(2011) goals. with scientific references to obtain
 5

better results of students' learning process with better results in

meaningful knowledge. learners.

The studies determined: 1) there

Abd.
The Effect of The researchers desired to define the best are relevant differences in English Teachers should integrate
Ghofur, I
Communicative method for language acquisition and the speaking skills by using CLT and Communicative Language Teaching and
Nyoman S.
Language effectiveness of implementing ALM. 2) There is no difference in Audio-Lingual method for several
Degeng, A pretest, a
Teaching and Audio- Communicative Language Teaching CLT Quasi- students´ speaking among reasons. CLT helps learners to improve
6 Utami posttest, and a
Lingual Method on and the Audio-lingual Method ALM. Experimental learning styles. 3) ALM is more fluency and use the target language in
Widiati, questionnaire
English Speaking Skill This paper established the relation beneficial than CLT by increasing context. However, ALM applies drills
and Punaji
Across Different between different learning styles (visual, skills in less time and is very that engage students to practice and have
Setyosari,
Learning Styles. auditory, kinesthetic) and speaking skills. helpful for the learner with a lack better pronunciation.
(2017)
of basic English.

This study concludes three facts:

The investigation analyzes how to apply
1) Teachers should choose
the technology of the Audio-lingual
appropriate activities for learners
Kumon Method for English Foreign
Use of Technology according to age, interests, The authors proposed to apply the Audio
Cecep Language teaching. This study tries to
Audio-lingual Kumon background to engage them in the Lingual Kumon EFL Method to create
Maulanal, understand if this method improves the Field note,
EFL Method In learning process. 2) The teacher's habits of studying in learners, motivate
7 Guntur learners´ capacities to respond in the Qualitative observation and
Teaching Vocabulary role is a counselor. 3) Learners are them to practice, and assist learners in the
Mahaputra, target language with fluency, lexical interview
At The VII Grade Of processors of information, learning process to acquire a second
(2018) resources, good pronunciation, and
Smpn 5 Kisaran performers of the English language.
grammar patterns for teaching vocabulary
language, and problem solvers due
ad Smpn 5 Kisaran in VII grade.
to interaction using the target

language.

The author was interested to understand It found out that using diverse

Audio-Lingual Method the lack of speaking ability in students; methodologies is recommendable There is a positive relationship between

as Method in improving because some students did not pass the on teaching confirm on pre-test using the audio-lingual approach and
Netty
speaking ability of evaluation to obtain a scholarship. They and post-test results. The first increase speaking abilities. The educators
8 Herawati, Qualitative Pretest-Posttest
Second Semester of showed misunderstanding, grammatical observation showed a have to elicit students to use the second
(2016)
English Department error, and poor use of lexical items, misunderstanding about the language in the learning process

Students of Unrika. unclear pronunciation, and limited approach and lack of control at the demonstrated in the data collected.

fluency. beginning for the teacher.

The authors established the

importance of the Audio-lingual at

ALM at the beginning and after using
Larysa Implementing Audio- This investigation tried to defend the the beginning of learning to
other methods improve linguistic skills in
Bidenko & Lingual Method to audio-lingual in the learning process for introduce vocabulary and
Bibliographic learners by using technological
9 Ganna teaching Ukrainian as foreign language to increase the Qualitative grammar patterns. It includes
review resources, techniques, and activities to
Bespalova, foreign language at the communicative competence of Ukrainian technology and a combination of
obtain meaningful knowledge and create
(2017) Initial Stage during the initial period. methods to develop
the audio-oral-habit-formation.
communicative competence in

learners.

Hu This study sums up and compares the The Audio-lingual Method and Educators require diverse aspects of the

Qin_2019_OnAudio- Audio-lingual method and Communicative Language methods or approaches for language
Hu Qin, Bibliographic
10 Lingual Method & Communicative Language teaching with Qualitative Teaching interact in the learning acquisition based on the students' needs,
(2019) review
Communicative diverse aspects: theories, backgrounds, process of language acquisition. background, interests, and purpose.

Language Teaching principles, training, roles of the teachers Teachers should take advantage Thus, Instructors have to be meticulous
 6

Method in Foreign and students. This research provides of two methods and avoid in the activities, resources, techniques,

Language Teaching efficient knowledge and guides in foreign disadvantages by combining, and every single aspect of educational

language teaching to obtain the best adapting, or adopting to improve instructions.

educational results. the quality of teaching.

Language acquisition has not been

This research paper is to find why
Alemi M. learned by habit formation. Hence, There is not just one method for learning
learners have obstacles using the target Bibliography
11 & Tavakoli Audio Lingual Method Qualitative ALM did not show improvement English. Every method helps in a
language to communicate or express review
E. (2016) in communication for the long different way to acquire knowledge.
themselves.
term.

1) The three methods aim to learn The DM do not allow the use of the
This documents compared three methods:
The Comparison of the to communicate in the target mother tongue and use error correction
Direct, Audio-Lingual, and Task-based
Role of Speaking Skills language. 2) The Direct Method and question and answer exercises. The
language Teaching for speaking skills.
Li S. in the Direct Method, Bibliography and the Audio-lingual Method are ALM was focused on pronunciation by
12 Teachers know the importance of Qualitative
(2019) Audio-lingual Method review more appropriate for beginners using repeating the sentence patterns and
speaking English, but Some teachers
and Task-based and intermediate learners, but drills. The TBLT is centered on discourse
cannot improve the abilities of their
Language Teaching task-based activities are more skills. It depending on students' level is
students.
suitable for advanced students. the method to be applied.

1) Preschool children acquire a

Teachers must engage English learners
second language effectively with
from an early age to provide a strong
imitation and repetition because
This research tries to help teachers of a foundation that avoids difficulties in the
their cognitive systems have not
Mei Y. Comments on the foreign language to apply the Audio- Bibliography advanced level with L2. Besides,
13 Qualitative developed yet. 2) At the beginning
(2018) Audio-lingual Method Lingual Method to obtain better results review Educator must speak in the target
of the educational process,
and use appropriate in the correct time. language with very little use of the
students need to practice their
mother tongue to create habits of using
pronunciation to increase their
the new language.
oral expression ability.

The Effect of
Acquisition depends crucially on
Methodology on English Foreign Language requires
comprehensible input. It is
Learning Vocabulary proven methods to apply to obtain Learners must feel confident at the
Rahimi A., dependent directly on the ability to
and Communication meaningful knowledge and moment of produce or speak a new
Barati H & Bibliography recognize the meaning of keys
14 Skills in Iranian Young communicative skills for that reason this Qualitative language. Filling their knowledge with an
Youhanaee review elements in the utterance. Thus,
Learners A paper compared the Audio-Lingual appropriate vocabulary will help at the
M. (2013) Second language acquisition will
Comparison between Method and Natural Approach in young moment to speak.
not take place without
Audio-lingual Method learners to evaluate them.
comprehension of vocabulary.
and Natural Approach

Table 1 Summarize the Research Paper

 7

Result

After analyzing 14 papers in Google Scholar about the Audio-Lingual Method we have found the
following:

• The Audio-Lingual Method demonstrated effectiveness for the lower English level due to
the use of drills, dialogue memorization, backward build-up, repetition drill, chain drill,
single-slot substitution drill, transformation drill, question and answer drill, use of minimal
pairs, complete the dialogue based on Skinner’s Behaviorist Psychology (Boonruang and
Pimchanok, 2017). Skinner in Larsen-Freeman (2000:35) explained that it is essential for
the sentence patterns to acquire the target language by using conditioning.

• This method gives better results at an early age, “the methods for teaching children should
maintain the characteristics of children so that the students can learn the target language
optimally. One of the common principles that may be considered to develop or choose
methods for children is that learning a foreign language.” (Bambang, 2006, pág. 181).

• Proponents of this theory say that the audio-lingual method helps foreign students to learn
a new language whether this method is combined with other methods, “to combine more
than one method is one of the best ways for teaching reading to the learners” (Sanjaya et
al, 2014, pág. 13).

• Critics of this theory say that the Audio-lingual method is more effective at an early age
but in teenagers, it turns bored. As Margolis points out the audio-lingual approach results
in “a lack of student motivation” arising in large part from “pattern drills that tend to
become boring” (1982, p. 128).
 8

Conclusions

• The Audio-lingual method is very useful but it needs to be developed with another
one. Alone it’s not very useful because it centralized its learning process into
listening and speaking leaving in a side the other skills.

• The Audio-lingual method is more effective at an early age although we can use it
with teenagers, everything depends on the motivation we use.

• The Audio-lingual method is an easy way of achieving speech. Besides, it develops

the communicative competence of students using dialogues and drills.

• The knowledge of different methods in second language acquisition is essential for

educators to improve their skills and students to increase the communicative
competence of the target language.
 9

Bibliography

Sanjaya et al. (2014). Methods of Teaching Reading to EFL Learners: A Case Study.

Abu-Melhim, A.-R. (2009). Citeseerx. Retrieved July 2021, from Re-evaluating the

Effectiveness of the Audio-lingual Method in Teaching:

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.454.3496&rep=rep1&type=pdf

#page=39

Alemi, M., & Tavakoli, E. (2017, September 23). Language Studies. Retrieved from Audio

Lingual Method: https://gustavorubinoernesto.com/wp-content/uploads/2020/04/3rd-

International-Conference-on-Applied-Research-in-Language-Studies-Audio-Lingual-

Method.pdf

Bambang , S. (2006).

Bazurto Palam, C. J., Detken LandaUri, M. B., & Muñoz Zambrano, J. F. (2021). The influence

of the Audio-Lingual Method in Students from Public High Shcools in Manabí. El

Carmen.

Bidenko, L., & Bespalova, H. (2017). Advanced Education. Retrieved from Implementing

Audio-Lingual Method to teaching Ukrainian as foreign language at the Initial Stage:

http://ae.fl.kpi.ua/article/view/82711

Celce-Murcia, M. (2002). TESL-EJ. Retrieved from Language teaching approaches: An

overview: http://www.tesl-ej.org/wordpress/issues/volume5/ej20/ej20r4/7/

Chunsuvimol, B., & Charoenpanit, P. (2017, May 4). SSRN. Retrieved from Effectiveness of the

Audiolingual Method: A Further Synthesis of Research Through 2015:

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2962925
 10

Dalian Neusoft University of Information, Dalian, Liaoning, China. (2019). Google Scholastic.

Retrieved from The Comparison of the Role of Speaking Skills in the Direct Method,:

https://scholar.google.com/scholar?hl=es&as_sdt=0%2C5&q=The+Comparison+of+the+

Role+of+Speaking+Skills+in+the+Direct+Method%2C+Audiolingual+Method+and+Tas

k-based+Language+Teaching&btnG=

Ghofur, A., Degeng, N., Widiati, U., & Setyosari, P. (2016). Knowledge E. Retrieved from The

Effect of Communicative Language: https://www.knepublishing.com/index.php/Kne-

Social/article/view/719

Herawati, N. (2012). Journal Unrika. Retrieved from Audio-Lingual Method as Method in

Improving Speaking Ability of Second Semester of English Department Students on

Unika: https://www.journal.unrika.ac.id/index.php/jurnaldms/article/viewFile/174/171

Maulana, C., & Mahaputra, G. (2018, October). Journal of Informatic Pelita Nusantara.

Retrieved from Use of the Technology Audiolingual Kumon EFL Method in Teaching

Vocabulary at the VII Grade of SMPN 5 Kisaran: http://e-

jurnal.pelitanusantara.ac.id/index.php/JIPN/article/view/480

Mei, Y. (2018, May). Ijac. Retrieved July 2021, from Comments on the Audiolingual Method:

https://www.ijac.org.uk/images/frontImages/gallery/Vol.7No.4/5.47-53.pdf

Mei, Y. (2018, May). International Journal of Arts and Commerce. Retrieved from Comments

on the Audiolingual Method:

https://www.ijac.org.uk/images/frontImages/gallery/Vol.7No.4/5.47-53.pdf

Qin, H. (2019, May 16). ijlass. Retrieved July 2021, from On “Audio-lingual Method” and

“Communicative Language Teaching Method” in Foreign Language Teaching:

https://ijlass.org/articles/7.4.7.64-70.pdf
 11

Qing-xue, L., & Jin-fang, S. (2007, January). ERIC. Retrieved from An Analysis of Language

Teaching Approaches and Methods —Effectiveness and Weakness:

https://eric.ed.gov/?id=ED497389

Tehrani, A., Barati, H., & Youhanaee, M. (2013, June). Theory and Practice in Language

Studies. Retrieved from The Effect of Methodology on Learning Vocabulary and

Communication Skills in Iranian Young Learners: A Comparison Between Audiolingual

Method and Natural Approach:

https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.735.6412&rep=rep1&type=pd

f#page=106

Vidhiasi, D., & Lengari, Y. (2018). Saintara. Retrieved from The Implementation of Audio

Lingual method in Teaching Grammar:

https://openjurnalsystem.amn.ac.id/index.php/saintara/article/view/67

Link to the video:

https://youtu.be/73yNkj9NPiw