Beruflich Dokumente
Kultur Dokumente
on
English Language Learning
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.
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.
1.7. 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.
Chapter2
Review of Literature
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).
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.
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.
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.
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
JOSHI, A. (2012). Multimedia: A technique in teaching process in the classrooms. Current
World Environment, 7(1), 33-36.
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.
Yan, D. & Rongchun, L. (2011). The reflection for multimedia teaching. Asian Social Science,
7(2), 165-167.