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Abstract
This study aimed to investigate the effect of using multimedia visual aids on the learners’ speaking skill and their autonomy. Since it was an experimental method of research, two groups of learners in a language institute were chosen to participate in the experiment. The population of the study was made up of 48 pre-intermediate EFL learners in a language institute in Bardsir, Kerman. To homogenize the study subjects and to select an appropriate sample, Oxford Placement Test was run and only those subjects whose score fell one standard deviation above and below the mean were selected for the study. As a result, 12 subjects were excluded. The other 36 subjects were randomly classified into two groups, each 18 female students, aged 15 to 18. They constituted the experimental and control group for the study. Three instruments were used to collect the data: Oxford Placement Test to homogenize the study subjects, and speaking test to identify the initial speaking ability of the participants and the third instrument was using a questionnaire that estimated the participants’ autonomy developed by Zhang and Li (2004). It was finally proved that the use of multi-media visual aids could positively impact both the speaking ability as well as the learners’ autonomy. In fact, the learners who worked on their language using some devices that offered authentic language within a context that was different from their classrooms and used other sources rather than their teacher could improve more and feel more independent. This would give them some sort of independence in learning. They improved their autonomy that is required to develop their language skills based on the new approaches and methods.