Research in the field of language teaching and learning claims that combination of task characteristics and processing conditions can direct a learner’s attention to the competing goals of accuracy, complexity, and fluency. English audiovisual and audio recorded materials have been widely used by teachers and students, and have been the important resources of teaching and self-study. We are living today in a rich audiovisual environment. As teachers, we must face the fact that this radically changes our students’ attitude towards language and language learning. What effects do these materials have on English speaking ability? The objective of this study is to find out whether there is difference in EFL learners’ complexity in both audiovisual recorded (videos, movies, etc.) and audio recorded tasks. For this purpose, 40 students of intermediate level were chosen and then were randomly assigned into two groups each of which was under different listening tasks. (audio visual- and audio only). Data analysis showed that the group which was trained under AV listening tasks showed different effects on students’ complexity, compared to the other group positioned using audio recorded. Based on the results of this study, it is imperative that teachers consider the types of activities and methods that can have influence over language learners’ speaking ability.
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