Introduction
“ a picture is worth a thousand words” (Byk, 2011). It is often known that students differ in their learning styles, so teachers are supposed to pay more attention to such a problem. The traditional teaching technique or direct instruction style suits most students, but there are other different auditory or visual learners who need different teaching style. So teachers have to vary their techniques used inside their classes in order to achieve better understanding among their students. One of recommended solutions is using audio visual aids as a helping technique in classrooms. Many teachers adopt this style and they find it a fruitful technique that it not only develops language skills, but also contributes in giving students background for many cultures as well (Stoller, 1995). Despite the fact that using audio visuals is remarkably a useful technique, we can notice that it is not a common technique in the Palestinian schools because of many reasons.

The problem of the study
Using audio visual aids in teaching languages is a notably effective teaching style since it can make a class more lively and interesting; so students’ ability to understand is enhanced by such technique. Consequently, most teachers in the world adopt this technique, but unfortunately, it is not the same in Gaza schools as the majority of them do not use this technique, and they depend mainly and sometimes only on the ordinary teaching style.

The need of the study
While checking books, articles and other sources, it could be noticed that non of them has paid any attention to the problem of lack of using audio visual aids in teaching in Gaza schools. Therefore, this research concentrates on this problem and tries to recommend some suitable solutions.

Validity of the questionnaire
The researcher asked her instructor of Advanced Writing course in Islamic University of