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The Effect of Multimedia Teaching

on
English Language Learning

Submitted to: Dr. Nasrollahi


A proposal by: Sara Yousefi Ghassabsaraie
Major: M.A Candidate of English Language Teaching
in
Azad University of Amol

In part fulfilment of the requirement of Advance Writing course

Date: 5th January, 2014

Chapter1
1.1. Introduction
Multimedia teaching refers to use of any computer software or application such as films,
colors, animations, etc. It is one of the techniques to improving the students meets the academic
needs and helps them developing English language skills is providing multimedia during the
process of teaching and learning in the classroom. Multimedia learning systems offer a
potentially venue for improving student understanding about language. Teachers try to find the
most effective way to create a better foreign language teaching and learning environment
through multimedia technologies.
Along with the progress of the society, the development of science and technology,
computers comply with the new times development and use in almost all fields. Today,
multimedia teaching has extensive used in teaching. Multimedia teaching has the advantages that
traditional teaching model cant compare with. Based on analysis of the disadvantages of
multimedia teaching, researcher makes some suggestions on applying it in teaching in this paper.
A multimedia teaching means, the computer aided teaching has been becoming the best choice of
classroom teaching for its scientific, advanced, vivid and visual features.

1.2. Statement of Problem


Multimedia teaching delivery system that combines instruction and interactive
multimedia lies at the core of language learning technology because it can integrate audiovisual
capabilities with materials presentation and storage. Because of the features such as learner
control, instant feedback, and use of authentic materials, multimedia teaching provides learners
with an environment that can satisfy the needs for exploration, manipulation, stimulation,
knowledge to resolve problems, and self-enhancement.
Learning English language as a foreign language, instruction does not emphasize the
function of English as a tool for communication but instead focuses on knowledge of
grammatical forms and structures that are often assessed on exams. As a consequence, students
work hard to try to pass the exam in order to please teachers and parents rather than develop an
internal thirst for knowledge and experience. It is not surprising that students often lose interest
in English learning as a result. Even after years of study, few foreign language learners are
competent to communicate freely with native speakers. It is incumbent upon EFL teachers to
provide students with authentic, functional, interactive, and constructive language learning
environments to reduce students anxiety, raise their motivation, and increase their confidence.

Because of the multimedia teaching is a new technique to teach and in order to solve the
problem of English language learning as a foreign language researcher tries to find the effect of
multimedia teaching on learning English language.

1.3. Significance of Study


Multimedia instruction creates the opportunity for learners to improve their learning
effectively. Only under the background of effective education teachers can use advanced
educational theory and complete the target of English teaching by using modern education
technology reasonably. It is very important to understand and explore each individuals learning
through multimedia. And students can understand their strength and weakness in learning. Also
this modern technology helps teacher to control the material.

1.4. Purpose of Study


Most teachers in Iran use traditional methods like Chalk and Board when teaching
English to their students, and they are unaware of the effect of educational software. This study
gives teachers a broader outlook on English teaching. In short, this study intends to indicate the
effect of multimedia teaching in language learning in general and in English teaching and
investigate the effect of multimedia in contrast to teacher-led method.

1.5. Research Questions


1. Does the multimedia teaching have effect on English language teaching?
2. Is the multimedia teaching in comparison to traditional teaching more effective on English
language teaching?

1.6. Research Hypothesis


H01. There is no relationship between multimedia teaching and English language learning.
H02. There is no relationship between the effectiveness of multimedia teaching and traditional
teaching.

1.7. Limitation
The first limitation is that there are a lot of barriers to the use of multimedia teaching in
language learning in many different aspects. The second limitation is that Language teachers
often have some financial barriers to afford the necessary hardware and software for multimedia
teaching. The third limitation is that computers cannot handle unexpected situations due to
technological barriers. The fourth limitation is that both teachers and students need training to
learn to use computers.

1.8. Definitions of the key terms


1. Multimedia: " Multimedia refers to any computer-mediated software or interactive application
that integrates text, color, graphical images, animation, audio sound, and full motion video in a
single application" (Pourhosein, 2012, p. 57).
2. Multimedia teaching: "The use of a teacher-controlled multimedia tool increased the amount
of communicative discourse in the classroom by both teachers and students" (Pourhosein, 2012,
p. 63).

Chapter2
Review of Literature

2.l. Multimedia in Classroom


The using of multimedia in classroom denies anymore. That make possible for teachers
giving more opportunity to students being happier and more enjoy during the course. In the
multimedia classrooms, students seat modifies according to the situation needed. Inside the
classrooms, all the equipment is available and makes the students feel comfortable to study. They
sit at wide tables in comfortable chairs and have plenty of room to spread work. Furthermore,
they also have the opportunity to move the furniture around for group discussions. A large
teaching station locates at the front and to one side of the room. Inside the station cabinet there
are controls for the rooms built in equipment. The use of multimedia describes here makes use
of print texts, film and Internet to develop and enhance linguistics and knowledge.
Through their interactions with multimedia texts on topic of interest, students become
increasingly familiar with academic language structures. As they pursue sustained study of one
content area through focus discipline research, the students become actively engaged in the
process of meaning construction within and across different media. Working though the complex
intermingling of meanings, embedded within different texts encourages students to make
connections as they build a wider range of schemata, which are then available to help them grasp
future texts. Using print, film and Internet as resources for studying provides students with
opportunities to gather information through stimuli that will stimulate their imaginations, engage
their interest and introduce them to the raw materials for analysis and interpretation of both
language and context. Students develop solid foundation in several subject areas and become
content experts in one. Thus they greatly increase their overall knowledge base, as well as their
English language and critical literacy skills, facilitating their performance in future college
courses. One of the main purposes of software in writing is to facilitate the development of
academic writing skills for students through the use of the objects matter for writing
assignments. The program is presented as a simulation game to interest and motivation. Students
using the program found themselves in the virtual world of education.

2.2. Role of a Teacher


The role of teacher in multimedia teaching based on Yan and Rongchun (2011) is that:
first, to avoid of some disadvantages of multimedia teaching should pay attention to controlling
the information quantity in making courseware. Based on insight and arousing the original
knowledge and experience of the students, the teacher input knowledge should be slightly higher

than the current level of students. Although this can make students anxiety, it can stimulate the
learning motivation and make the most students successful. If the input information is too easy, it
cannot mobilize students learning interest and enthusiasm. Too hard, it can discourage students
study enthusiasm. Second, the teacher must keep firmly in mind that the teaching goal is to
improve students understanding when present courseware in class. Third, teachers should
choose suitable media to present different information and avoid by pure text means when
designing the courseware. In information presentation way, teachers should choose to play
according to paragraph and the content should not too much once appear. In addition, teachers
should control the frequency of using images and text.

Pourhosein (2012) states that the promise of multimedia learning depends on designing
multimedia instructional messages in ways that are consistent with how people learn. The
researcher presents a cognitive theory of multimedia learning that base on three assumptions
suggest by cognitive science research about the nature of human learningthe dual channel
assumption, the limited capacity assumption, and the active learning assumption. The dual
channel assumption is that humans possess separate information processing systems for visual
and verbal representations. For example, animations process in the visual/pictorial channel and
spoken words (i.e., narrations) process in the auditory/verbal channel. The limited capacity
assumption is that the amount of processing that can take place within information processing
channel extremely limit. For example, learners may be able to mentally activate only about a
sentence of the narration and about 10 seconds of the animation at any one time. The active
learning assumption is that meaningful learning occurs when learners engage in active cognitive
processing including paying attention to relevant incoming words and pictures, mentally
organizing them into coherent verbal and pictorial representations, and mentally integrating
verbal and pictorial representations with each other and with prior knowledge. This process of
active learning result on a meaningful learning outcome that can support problem-solving
transfer. According to the cognitive theory of multimedia learning, meaningful learning depends
on all three of these processes occurring for the visual and verbal representations. Instructional
methods that enable and promote these processes are more likely to lead to meaningful learning
than instructional methods that do not. According to this theory, learners can engage in active
learning (such as the processes of selecting, organizing, and integrating) even when the
presentation media do not allow activity (such as printed text and illustrations, or animation and
narration).

2.3. Problem to Teach


Chang and Lehman (2002) say the challenge of multimedia instructional design is to
prime and guide active cognitive processing in learners so that learners construct meaningful
internal representations. The most common function of multimedia is to assist or support he

teacher. The appropriately-designed instruction media can not only assist teaching, but also
promote learning effect. The use of multimedia to carry out discovery or discussion instruction to
change the role of teacher in teaching and arrange students to participate appropriately; teachers
change from the messenger of instruction information to the operator of instruction. The use of
multimedia enables the teachers to have more flexibility and change while teaching, and the
development of multimedia enables the teachers to understand the learning types and differences
of students when teaching. The learners can practice themselves through multimedia repeatedly
to train their ability to react and this is not restricted by time and space; therefore, they could
learn by themselves to obtain limitless learning capacity besides the limited teaching time.

2.4. The Advantages of Multimedia


Yan and Rongchun (2011) explain that the use of multimedia teaching has different
advantages are:
First, Multi-media teaching make English class more vivid, interesting and lively, which
can therefore stimulate students interest in learning, improve class efficiency and achieve more
satisfactory teaching results. With pictures, sounds and animations, multi-media teaching can
provide a number of dynamic implicit information associated with linguistic factors, such as
cultural background knowledge, exotic customs and so on. In traditional class, the student is
asked to listen to class mainly in order to receive information in a rather passive position.
Besides, the practice designed for them are always those mechanical and repeated ones. By
abandoning the above traditional methods that are not conducive to cultivate students learning
interest, multimedia teaching, a lively means could provide vivid and realistic presentation and
considerably improve teaching effect.
Second, in the process of training students listening, speaking, reading and writing
abilities, multimedia teaching could create a language lively and harmonious environment,
provide a good learning scenario, increase practice in four basic skills and mobilize students to
participate in class activities. When taking part in these activities with concentrated, the students
will have a deeper impression and remember knowledge well. If students could see, hear and
express their own ideas in their words, the knowledge grasped in this process will be easier to
maintain compared with traditional teaching effect.
Third, Multimedia teaching could create a practical English using environment, in which
students could enhance their ability to use English. The ultimate goal of learning English for
students is the future use of English language. After all, English as a language is a
communicative tool. If the students only emphasize learning the language instead of using it,
then the result will become the failure of English teaching. Multimedia could associate with
language and images. Through multi-sensory stimulation in learning process, the students will
have access to more information.

2.5. Disadvantages of Multimedia


Tan (2000, as cited in Yan & Rongchu 2011) state that the disadvantages of multimedia
teaching are:
First, in the practical teaching process, some teachers ignored the importance of
classroom teaching during designing of the courseware which result in excessive informative but
cannot highlight the importance. For fearing awkward silence in the class, teachers usually
prepare several pages of PPT. At the same time, teachers can download abundant of information
relevant the text. The messages are often used on the courseware without a word to refine. The
result was the information input far beyond current level of students, student anxiety, which
contusing the students study enthusiasm badly. Moreover, some teachers ignored the importance
of students understanding and cannot control the rhythm of the lectures demonstration. The click
demo was too fast to follow. For some students, even if they can keep up with the lectures, they
cannot understand and digest them also. Some teachers dont require students to take notes but
let them copy the file directly after class. Teachers just click demo, but didnt leave time for
learners processing information. The students instantaneous memory cannot timely translate
into short-term and long-term memory result in a large amount of information and much of
knowledge become superfluous information like passing clouds, fleeting.
Second, some teachers have weak concept in teaching results in drab content of the
courseware. Lacking of openness and interactive activities makes input and output imbalance.
The details are displayed as follows: The teacher stands on the platform, holding the mouse,
demonstrates the courseware one by one naturally. Teachers take cramming education mode
basically in which courseware cramming has 80 % at least. So, the teacher is still master in
teaching and students are still passive recipients of the external stimulation, which is always in
the passive position. The only difference is the teaching media changed, from chalk +
blackboard changed into multimedia teaching without improvement essentially.
Third, in the practical teaching process, students answer questions are often depend on
teachers answer especially in explaining definition and principle subjects. Its difficult to break
through the original framework and the standard answer. Its difficult for the teachers to make
various extensions. As time passes, in this law, students become external stimulation recipients
actually and wont put forward their own ideas. At the same time, teachers present the
knowledge only but have no chance to discuss on some problems and communicate and question
with the students for understanding each others ideas and making corresponding adjustment. In
a certain extent, the inappropriate use of some multimedia courseware fosterages inertia and
weakens subjective initiative of students.
Fourth, multimedia technology can provide teaching resources including text, graphics,
animation, image, sound and video information, which can greatly improve the learning interest
of the students and promote their understanding and memory of knowledge. However, in the

actual teaching process, most of the courseware was just reprint of paper material and the
information mainly in the text and static images form due to teachers lacking considerable
computer technology. The advantages of multimedia courseware cannot be exhibited adequately.
It cannot help for students interest, understanding and memory.

2.6. Other Investigates


Number of investigates show that the use of multimedia to teach vocabulary. So,
researchers such as Bekleyen and Yilmaz (2011, as cited in Tabar & Khodareza 2012) focus their
study on the use free computer program that allows users to take a picture of what they see on
their computer monitor and also allows users to add texts and highlight the picture. The
instruments include a vocabulary test used to measure the students knowledge of the target
vocabulary before and after a teaching period. It was found that the students had a positive
attitude towards the use of computers in vocabulary learning. Olibe (2010, as cited in Tabar &
Khodareza 2012) in his study sought to determine if computer-assisted language learning
(CALL) improve students achievement in English grammar more than Conversational English
Language Instruction (CELI). Findings reveal that CALL has an overall positive effect on
students achievement in English language more than CELI. Silverman and Hines (2009)
investigate the use of multimedia to enhance read aloud and vocabulary instruction for English
language learners (ELL) and English speaking students. Incorporating vocabulary instruction
into storybook read-a louds is a popular and effective way to improve the word knowledge of
young children. However, because ELLs may not understand the meaning of many basic
vocabulary words (e.g., same/different), they may need additional or different instructional
support than non-ELLs during storybook centered vocabulary instruction. Using multimedia
video in conjunction with traditional read aloud methods may improve the vocabulary growth of
English language learners. Based upon research that suggests students benefit from information
present both verbally and nonverbally, representing words in more than one way may clarify
instruction and provide the additional information needs to make sense of the words they are
learning. Data indicate that the gap between English learning and English speaking students was
narrowed not only for the targeted vocabulary words but for general vocabulary knowledge as
well.

Chapter3
Methodology

This study conduct under the quasi-experimental pretest posttest design since it is not
possible to control all variables. The subjects expose to the pretests, then the procedures, that is,
the experimental treatment and the placebo treatment, and finally the posttests.

3.1. Participants
As many as 100 students participate in this study. The participants choose among
intermediate level EFL students from the Kish Air Language Institute (KALI). Kish Air language
is a famous institute in Iran. It offers language courses at a variety of proficiency levels, ranging
from basic to advanced levels to children, young adults, and adults. This study conducts with the
participation of 100 students at one of the branches of KALI in Chalous. The researcher conducts
the research on 100 intermediate learners. In order to validate the language proficiency of the
students and make up a homogeneous group, students give a teacher made test and evaluate their
English proficiency. Therefore, it can be claim that there exists equivalence between the
experimental groups and the control groups since all groups sat for a placement test. The 50
intermediate students then randomly assign to the control and experimental group, that is, Group
A or intermediate experimental group and Group B or intermediate control group. The
participants include 50 female and 50 male students. All students are native speakers of Farsi and
they are 15 to 30 years of age. In short, this study conducts on two groups: Group A or
intermediate experimental group, Group B or intermediate control group.

3.2. Instruments
Two types of instruments use in this study include Teacher made tests and Multimedia
software.
3.2.1. Teacher-Made Test
In this kind of test teacher evaluates student's English knowledge. This test
prepares based on Michigan test.

3.2.2. Multimedia Software


Multimedia software are computer applications which can process
information in a number of media formats including text, graphics, audio and
video, Macromedia Flash is an example of multimedia software.

3.3. Data Collection Procedures


Before the instruction, students sit for a pretest in order for the researcher to capture the
initial differences between the groups. All students equip with laptops. In first session and the
researcher provides the students with a brief introduction of the study. Then, the researcher helps
the students installing the software. Once the software was installed on the students laptops, the
researchers explains all the features of the program and answered the participants questions
regarding the software. Then, Multimedia groups practice the software in order to diminish the
effect of students unfamiliarity with the software. In this introductory session, nothing had been
taught, and the goal was just to familiarize the participants with the software. Intermediate
students ask to attend the class twice a week on different days. Each session require 15 minutes.
One week later, the first formal session hold, and students participate in a Multimedia instruction
session in the classroom. By then, the researcher prepares the source files. Eight source files
prepare for intermediate students. In all eight sessions students provide with each source file at
the beginning of every session. Once the students give the sessions source file, they ask to load
the file. The researcher guides the students whenever they have problems. In the first section,
students ask to click on the main window. In the middle, the word lists display. The page
contains ten words; each word consists of meaning, difficulty level and phonetic symbol. The
next part is Multi-Choice. In this part, students can take a vocabulary test. This test includes the
sessions words only. The test has two modes which enable the students to either select meaning
by word or select word by meaning. Depending on the students selection, students are to select
the correct definition or word. The fifth and the sixth parts are games. Once the eight sessions
students receive the treatment via multimedia software, they sit for the posttests in order for the
researcher to investigate the effect of the treatments.

3.4. Data Analysis


Since the present study compares Multimedia instruction with regard to students English
language learning achievement, data collect through teacher made tests. Besides, multimedia
instruction compares in terms of language learning. Therefore, the independent variable of the
study is multimedia instruction. Language learning is dependent variable. As the experimental
and control groups were independent from each other, an Independent-Sample T-Test conducts
for the analyses in order to compare Multimedia group with Teacher-led Instruction Group.
Before the administration of the treatments, all groups sat for a pre-test. An Independent-Sample

T-Test conducts to compare the means of Group A (intermediate experimental group) with that
of Group B (intermediate control group). Then after the administration of the treatments, all
groups set for a post-test. The very same statistical procedure applies here as well. An
Independent-Sample T-Test conducts to compare the means of Group A (intermediate
experimental group) with that of Group B (intermediate control group). The Statistical Package
for Social Sciences software program (SPSS 20.0) uses to analyze the data.

REFERENCES
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Mei-Mei, C. & Lehman, J. D. (2002). Learning foreign language through an interactive


multimedia program: an experimental study on the effects of the relevance component of
the ARCS model. CALICO Journal, 20 (1), p-p 81-98.

Pourhosein, A. (2012). The significant role of multimedia in motivating EFL learners interest in
English language learning. Modern Education and Computer Science, 4(1), 57-66.

Silverman, R. & Hines, S. (2009). Using multimedia to promote vocabulary learning: supporting
English language learners in inclusive classrooms. Retrieved November 14, 2013, from
http://www.readingrockets.org/article/30096.

Tabar, H. & Khodareza, M. (2012). The effect of using multimedia on vocabulary learning of
pre-intermediate and intermediate Iranian EFL learners. Journal of Basic and Applied
Scientific Research, 2(12)12879-12891.

Toh, S. C., Munassar, W. A. & Yahaya, W. A. (2010). Redundancy effect in multimedia


learning: a closer look. Retrieved November 11, 2013, from
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Yan, D. & Rongchun, L. (2011). The reflection for multimedia teaching. Asian Social Science,
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