An Investigation of the Effects of Using Audio-Visual Language Education Integrated Art Teaching on Students’ Learning Motivation and Outcome

Many school classrooms currently possess a sufficient amount of equipment and wireless network. This can change teachers’ instruction styles as well as students’ learning styles. Especially, through the teaching policy to promote information integrated instruction, teachers can present the lessons more clearly. This study was designed as experimental research. This quasi-experimental study comprised 206 Chinese students, who were randomly assigned to either an experimental group (n = 103) or a control group (n = 103). The experimental group received instruction through an integrated audio-visual language and art teaching methodology, while the control group underwent traditional print-based instruction. The intervention spanned 20 weeks, with participants receiving three hours of instruction per week (total intervention time = 60 hours). Findings revealed that 1. the audio-visual integrated teaching approach demonstrated statistically significant superiority over traditional print-based methods in two key domains: art learning motivation and learning outcomes. 2. The use of audio-visual language education integrated art teaching, with teachers’ situated guide, leads to an increase in the students’ art learning interests. It enables absorbing and comprehending the learning content more easily and in a pleasant and relaxing learning climate which can promote the practical use in life, and 3. Using audio-visual language education integrated art teaching encourages students to engage in independent practice and creates dialogue situations. It is expected that this study will enhance students’ self-confidence in art learning and promote students’ learning outcomes. Through these, the learners are expected to achieve the objectives of art teaching.