The effects of audiovisual tools in literature teaching: Experience and perspectives in the Albanian school

Mirela Shella (), Esmeralda Hidri () and Valbona Kalo ()

Edelweiss Applied Science and Technology, 2025, vol. 9, issue 11, 625-636

Abstract: This study explores the impact of audiovisual tools (AVT) on the teaching of literature in Albanian secondary schools, combining quantitative and qualitative data from a one-year project. A total of 128 students and 33 teachers participated, engaging with audio materials (recorded recitations, readings aloud, artistic interpretations), visual resources (film excerpts, images, sketches), and audiovisual content (documentaries, dramatizations, and multimedia presentations accompanied by music). Data were collected through questionnaires, interviews, and direct classroom observations. The findings show that 81.3% of students and 81.8% of teachers believe that audiovisual tools significantly improve the understanding of literary texts, while 93.9% of teachers observed increased interest and engagement from students during their use. Students emphasized that illustrations and videos supported their comprehension of symbols and metaphors, whereas teachers highlighted that recitations and film excerpts enriched interpretation. Concrete examples from lessons on The Highland Lute, The Divine Comedy, Madame Bovary, and The Hunchback of Notre Dame revealed that the combination of word, image, and sound brought students closer to the literary text and generated a richer aesthetic experience. Nevertheless, challenges such as the lack of technological resources and the need for teacher training remain significant obstacles to the sustainable integration of this approach. The study concludes that the use of audiovisual tools is not merely a methodological supplement but a necessity for modernizing the teaching of literature in Albania.

Keywords: Audiovisual; Digital competences; Literature teaching; Multimodality; Student motivation. (search for similar items in EconPapers)
Date: 2025
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