The Impact of Audiovisual Books on English Acquisition for 4-5-year-old Children Compared with Teacher-assisted Model

In recent years, advancements in science and technology have propelled humanity into the digital era, fundamentally transforming the education sector. Notably, kindergartens are beginning to integrate digital teaching methods, replacing traditional teacher-assisted second language acquisition with audio-visual books. The development of children's language skills during early childhood is crucial, and it is imperative to capitalize on this critical period. This study aims to compare the effectiveness of audio-visual books and teacher-assisted teaching methods in facilitating second language acquisition among young learners. By conducting research experiments, we will evaluate the impact of these two teaching approaches on children's language development, focusing on key factors such as visual and auditory stimulation, attention span, and pronunciation accuracy. The experimental design includes pretests and posttests to measure the learning outcomes of 4-5-year-old children exposed to each teaching method. Thirty children from the same kindergarten, divided into two groups, will participate in this study. One group will learn using audio-visual books, while the other will receive teacher-assisted instruction. The findings of this research will provide valuable insights into the most effective teaching practices for enhancing early childhood language education. By identifying the strengths and limitations of each method, we aim to inform educators and policymakers about the optimal strategies for promoting second language acquisition in young children, ultimately contributing to the improvement of educational practices in the digital age.