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Holistic visualization considers pupils, their needs, and the challenges they face, in their lives which can surface through oral proficiency. The present study aimed to scrutinize whether oral proficiency can be enhanced by asking students to visualize different things and talk about their feelings freely. The Participants were ten male and female charity affiliated students. Qualitative research and Ethnography in particular, was the main methodological orientation herein. And data was collected and generated through major techniques such as observation, students’ portfolios (containing their drawings, and English writings) creating images, diagrams, animations, dramas, and interviews. Researchers-designed oral tasks for assessing learners’ oral proficiency were part of the pedagogical agenda for this study whose crucial point was to ask students to think they were someone or something else so that it might improve their oral proficiency via enhanced power of imagination. In these activities participants attempted to express themselves without being worried about making mistakes in their speaking and it engaged their imagination and creativity and facilitated their learning. Finally, through these activities participants envisioned their desirable future unlike their first vision at the very beginning of the class and they could develop an integrated vision. Marginally, it engaged learner’s linear thinking and intuition. The result showed that holistic visualization approach and its manifestation in oral proficiency would be justifiable for Iranian EFL charity teen participants whose social position has been neglected. And, based on the data we analyzed holistic visualization had an influence on oral proficiency for this charity institute students.

Holistic Visualization Impact on Iranian Charity-Affiliated Teen Learners’ Oral proficiency