International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
The document provides annotations and an overview of 10 sources that discuss the topic of multiliteracies in education. The annotations examine how multiliteracies has emerged as a response to increasing student diversity and the changing literacy demands of a digital world. Key aspects discussed include the benefits of multiliteracies pedagogy for diverse classrooms, the importance of designing literacy instruction for multiple text forms and modes of communication, and the role of teachers in developing students' multiliteracy skills.
This document contains 9 annotations summarizing research articles and chapters related to multiliteracies and literacy education pedagogy. The annotations discuss key aspects of multiliteracies, including the need for teachers to support multiliteracies curriculum, incorporate the Four Resources Model and Productive Pedagogies. They also explore changing definitions of literacy in the digital age and the importance of using multimodal approaches and integrating technology into literacy instruction.
- The document explores student perspectives on expectations of multimedia technology use in college literature classes through a survey.
- Overall, students favored technology use and found PowerPoint and video/DVD presentations most effective. However, expectations varied some by factors like gender, major, and year.
- Analysis found little difference in expectations based on gender, but education majors tended to have slightly higher expectations of technology use than other majors.
Mobile learning to support teaching english as a second languageAlexander Decker
This document summarizes research on using mobile devices to support teaching English as a second language. It discusses how technologies like personal digital assistants (PDAs), iPods, podcasts, and cell phones can be used for language learning activities. The document reviews literature showing that these mobile devices allow learners to access language learning materials anywhere and anytime, and to complete listening, speaking, and writing exercises to improve their English skills. It also discusses some of the advantages and disadvantages of different mobile learning approaches that have been studied.
The document discusses the changing role of teachers in engaging students in learning with technology. It notes that today's students often find school uninteresting and do not see the relevance of what they learn. It contrasts boring traditional teaching methods like lengthy lectures and worksheets with more engaging approaches that incorporate students' interests, collaborative projects, and 21st century tools. The key impacts of technology on education highlighted are increased connectivity, collaboration, teachers taking more of a guiding role, and a focus on developing expert thinking and complex communication skills for students. It concludes that technology allows more in-depth and interactive exploration of topics that were previously impractical.
Vocabulary and grammar gain through computerAyuni Abdullah
This study investigated the effects of computer educational games on Iranian elementary students' grammar and vocabulary gain. 58 female students ages 13-15 were randomly assigned to experimental and control groups. Both groups received the same classroom instruction, but the experimental group also played grammar and vocabulary games on the computer. Pre- and post-tests were administered and an independent samples t-test found no significant differences between the groups' test scores. However, the experimental group displayed much higher motivation and enthusiasm for learning with the computer games. This implies that computers can significantly increase learner motivation, even if they do not significantly improve test scores.
Influence of multimedia technology in english language teaching.Sakthivel Krishnan
This document discusses the influence of multimedia technology in English language teaching. It begins by outlining the history of technology use in ELT, from early audio recordings to today's multimedia computers. It then discusses the importance of English in India, both historically and currently. English is used widely in government, business, and higher education. The document also covers teaching English as a second language in India, including the aims of ELT and challenges faced by students from non-English medium schools. It proposes that multimedia technology can help address these challenges and enhance English language acquisition.
1) Culture teaching in foreign language education is important because language and culture are intertwined. Without understanding the cultural contexts and norms of the target language, learners may struggle with intercultural communication.
2) There are several theories and approaches to teaching culture in foreign language education. One influential model proposes teaching foreign language, language awareness, culture awareness, and providing cultural experiences.
3) It is important for learners to develop cultural awareness and cultural schemata in order to properly comprehend and use the target language in appropriate social and cultural contexts. Teaching cultural norms, customs, values and historical backgrounds can help with this.
The document provides annotations and an overview of 10 sources that discuss the topic of multiliteracies in education. The annotations examine how multiliteracies has emerged as a response to increasing student diversity and the changing literacy demands of a digital world. Key aspects discussed include the benefits of multiliteracies pedagogy for diverse classrooms, the importance of designing literacy instruction for multiple text forms and modes of communication, and the role of teachers in developing students' multiliteracy skills.
This document contains 9 annotations summarizing research articles and chapters related to multiliteracies and literacy education pedagogy. The annotations discuss key aspects of multiliteracies, including the need for teachers to support multiliteracies curriculum, incorporate the Four Resources Model and Productive Pedagogies. They also explore changing definitions of literacy in the digital age and the importance of using multimodal approaches and integrating technology into literacy instruction.
- The document explores student perspectives on expectations of multimedia technology use in college literature classes through a survey.
- Overall, students favored technology use and found PowerPoint and video/DVD presentations most effective. However, expectations varied some by factors like gender, major, and year.
- Analysis found little difference in expectations based on gender, but education majors tended to have slightly higher expectations of technology use than other majors.
Mobile learning to support teaching english as a second languageAlexander Decker
This document summarizes research on using mobile devices to support teaching English as a second language. It discusses how technologies like personal digital assistants (PDAs), iPods, podcasts, and cell phones can be used for language learning activities. The document reviews literature showing that these mobile devices allow learners to access language learning materials anywhere and anytime, and to complete listening, speaking, and writing exercises to improve their English skills. It also discusses some of the advantages and disadvantages of different mobile learning approaches that have been studied.
The document discusses the changing role of teachers in engaging students in learning with technology. It notes that today's students often find school uninteresting and do not see the relevance of what they learn. It contrasts boring traditional teaching methods like lengthy lectures and worksheets with more engaging approaches that incorporate students' interests, collaborative projects, and 21st century tools. The key impacts of technology on education highlighted are increased connectivity, collaboration, teachers taking more of a guiding role, and a focus on developing expert thinking and complex communication skills for students. It concludes that technology allows more in-depth and interactive exploration of topics that were previously impractical.
Vocabulary and grammar gain through computerAyuni Abdullah
This study investigated the effects of computer educational games on Iranian elementary students' grammar and vocabulary gain. 58 female students ages 13-15 were randomly assigned to experimental and control groups. Both groups received the same classroom instruction, but the experimental group also played grammar and vocabulary games on the computer. Pre- and post-tests were administered and an independent samples t-test found no significant differences between the groups' test scores. However, the experimental group displayed much higher motivation and enthusiasm for learning with the computer games. This implies that computers can significantly increase learner motivation, even if they do not significantly improve test scores.
Influence of multimedia technology in english language teaching.Sakthivel Krishnan
This document discusses the influence of multimedia technology in English language teaching. It begins by outlining the history of technology use in ELT, from early audio recordings to today's multimedia computers. It then discusses the importance of English in India, both historically and currently. English is used widely in government, business, and higher education. The document also covers teaching English as a second language in India, including the aims of ELT and challenges faced by students from non-English medium schools. It proposes that multimedia technology can help address these challenges and enhance English language acquisition.
1) Culture teaching in foreign language education is important because language and culture are intertwined. Without understanding the cultural contexts and norms of the target language, learners may struggle with intercultural communication.
2) There are several theories and approaches to teaching culture in foreign language education. One influential model proposes teaching foreign language, language awareness, culture awareness, and providing cultural experiences.
3) It is important for learners to develop cultural awareness and cultural schemata in order to properly comprehend and use the target language in appropriate social and cultural contexts. Teaching cultural norms, customs, values and historical backgrounds can help with this.
Attention to the State Language in the Educational Process - Ijrasetijraset1
The role of language in the development of the nation, state and society can be interpreted as an important, parental, necessity and urgency. Such concepts are interrelated and interdependent dielectric related concepts. However, firstly language is a means of nationalizing the nation, also it is the mirror of the nation. Our language shows that our appearance and spirituality, language reflects the spirituality of representative of the nation. One of the greatest opportunities and blessings of the independence era is the prestige of the Uzbek language and gaining the status of the state language.
To know more about us or publish your paper, visit our website:- https://www.ijraset.com/
Using Music Technologies for Foreign Language Development David Brooks
Using Music Technologies for Foreign Language Development, a paper presented by David L. Brooks, Associate Professor, English Department, Kitasato University, Sagamihara, Kanagawa, Japan
Presentation at The Hawaii International Conference on Education from January 4-7, 2018 is pleased to inform you that your submission, “USING MUSIC TECHNOLOGIES FOR FOREIGN LANGUAGE DEVELOPMENT”, has been accepted for presentation at the 16th Annual Hawaii International Conference on Education to be held from January 4 to January 7, 2018 in Honolulu, Hawaii. The decision to accept your submission was based on a peer review process.
The exact time and room of your session will be specified in the final program. The final program will be available at http://hiceducation.org/program/ in early December 2017.
Ace Intercultural Dimensions Of Task Based Learning For Authentic CommunicationDavid Brooks
Rationale Part I: A paper presented at ACE 2009, the inaugural conference of the Asian Conference on Education in Osaka (Ramada Hotel), Oct 24-25, 2009 by David L. Brooks, Associate Professor, English (Foreign Language Dept), Kitasato University, Sagamihara, Japan
This document discusses the use of media in language teaching. It defines media as technological innovations and teacher-made materials used for classroom teaching purposes, including both print and non-print resources. The document argues that media can assist teachers by bringing the outside world into the classroom, motivating students, enhancing language teaching, and addressing different learning styles. Media provide contextualized input and exposure to authentic language that is not possible without them. They also allow teachers to present material efficiently and stimulate students' senses to aid information processing.
The document discusses research on computer-assisted language learning (CALL) and parental involvement in education. It provides an overview of previous studies that have found benefits of CALL and parental involvement on students' language achievement. The current study examined the effects of CALL combined with parental participation via email correspondence of classroom observations on the English language achievement of Saudi students. It used a teaching software, pre-posttests, observation checklists, and interviews. The study found that parental involvement had a positive impact on students' overall English language performance.
Beyond Constructionist thinking - 4 all MA and PHD students Curriculum and In...Magdy Aly
The document discusses past and potential future paradigms in education in light of technological advances. It outlines paradigm shifts from reproductive to productive learning, behaviorism to constructivism, teacher-centered to learner-centered approaches, teaching-centered to learning-centered models, and teaching to learning facilitation. Looking ahead, it argues the current constructivist paradigm will be challenged and institutions should focus on enabling learners to navigate vast information rather than just transmit content. A potential "navigationist" paradigm is proposed where teachers act as guides and learners develop skills to navigate knowledge on their own.
Webb, lorraine c bringing science to life school v7 n1 2016William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
This presentation looks at applying multiliteracies to TEFL (teaching English as a Foreign Language). Multiliteracies was a language learning concept based on semiotics that allowed for and included new media modes of communication in the 1990s. Whilst the language learning situation has changed considerably since that time, the concept of multiliteracies is still relevant in terms of opening up and supplementing TEFL practice.
Te 11 :TO ALL MA PHD AND SPECIAL DIPLOMA SS. REGARDS : DR. MAGDY MAHDYMagdy Aly
- Mobile apps can effectively promote vocabulary development for adult English language learners. Apps exist for dictionaries, thesauruses, translations, flashcards, listening practice, and exam preparation.
- Effective vocabulary instruction includes teaching individual words, strategies, providing varied experiences, and fostering interest in words. Apps support this, especially for independent practice.
- Teachers should explore useful apps, model their use, and guide students in selecting apps to meet their goals and interests. When introducing apps, teachers explain features and benefits and ensure students practice meaningfully.
The document discusses a study that examined the communication competencies developed among teacher trainees at Makerere University in Uganda through its teacher education programs. Data was collected through questionnaires administered to 134 third year teacher trainees and observations of lessons taught during school practice. The findings indicate that several communication competencies were developed, including understanding different perspectives, accepting feedback, and paying attention to nonverbal cues. However, some competencies like redirecting conversations and speaking truthfully in difficult situations were still not fully developed. The researchers recommend more active teaching methods to provide additional opportunities for trainees to practice communication skills.
The effect of using multimedia on english skills acquisitionhusnul_atiyah
This document discusses a study on the contribution of using multimedia on English acquisition among students in schools in Tangerang and Jakarta, Indonesia. The study utilized qualitative methods, including interviews with four English teachers from different school levels.
The interviews found that multimedia tools like laptops, projectors, and speakers helped make English lessons more engaging and interactive for students. However, the teachers noted individual and school factors also influence students' language acquisition beyond just multimedia use.
The document aims to further examine whether multimedia use highly contributes to improving students' English skills, which can be a challenge as English is not the first language in Indonesia. Student test scores will also be analyzed to validate teachers' perspectives on the impact of multimedia
This study is an assessment of teachersand pupils’perceptions use of digital pictures in teaching
reading fluency skills to primary three pupils in Sokoto metropolis, Sokoto state (Nigeria). The study employed
Mixed-design research method was employed where questionnaires and tests were administered only to both
teachers and pupils of experimental group. Two research questions were asked and answered using descriptive
statistics in form of frequency and mean. Questionnaires were used for data collection – one each for the
teacher and the pupils. The study found that both the teachers and the pupils were of the view that digital
pictures are recommendable tools for reading fluency instruction in the study area. Basedon these findings, the
study concluded that digital pictures are effective tools in teaching reading fluency skills to primary three pupils
in the study area. The study, therefore, recommends that, primary school teachers should be encouraged to use
digital pictures in their reading instructions.
Perceived Satisfaction on Learning Environment of Science-based and Non- Scie...Dhanapala R.M.
Abstract- The emphasis placed for Learning Environment and Resources in ELT study programmes has not been duly recognized although they are so immense for the improvement of ESL proficiency of university students. This study was a survey research in nature and was a part of the PhD study conducted in selected peripheral universities in Sri Lanka. In the study, five areas namely; convenience of lecture room facilities, availability of technology and other resources, availability of language laboratory facilities, convenience of library facilities, and convenience of time tabling and allocation of periods were tested with special reference to Science-based and Non science- based faculties. Descriptive analysis of data using SPSS software was performed in the study. Based on the results, students of Science-based faculties have shown almost equally high and moderate satisfaction for most of the areas. In contrast, Non science-based faculties needed further improvements in selected cases as the students’ satisfaction was low and moderate in majority of the cases in addition to few values of high satisfaction in limited cases.
The document discusses the history and evolution of computer-assisted language learning (CALL) from the 1960s to present. It describes three main stages: behavioristic CALL in the 1960-70s using drills and practice; communicative CALL in the late 1970s-1980s focusing on communication; and integrative CALL currently, which seeks to fully integrate technology into the language learning process. It also discusses the changing roles of teachers from being the sole information source to facilitators of learning.
The International Journal of Engineering and Science (The IJES)theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
This document summarizes a study that investigates ESL students' perceptions and attitudes about integrating technology into their grammar classes at the University of Sharjah. It reviews previous literature that has generally found positive student attitudes towards blended learning and no significant difference in achievement between online and face-to-face grammar instruction. The current study will examine the effectiveness of incorporating web-based grammar activities and students' perceptions of this approach, using tests, questionnaires, and interviews with 50 female intermediate ESL students at the university. The researcher hypothesizes that blended learning will improve grammar acquisition and lead to positive attitudes.
The document discusses foundations for online learning and teaching. It covers philosophical, psychological, and theoretical bases like motivation for learning and the Community of Inquiry framework. It also discusses institutional considerations around technology selection and preparing faculty for online teaching. The Community of Inquiry framework emphasizes social, cognitive, and teaching presence to support critical thinking in an online community. Motivation theories like andragogy note that adult learners are self-directed and motivated by internal factors like relevance to their lives.
Attention to the State Language in the Educational Process - Ijrasetijraset1
The role of language in the development of the nation, state and society can be interpreted as an important, parental, necessity and urgency. Such concepts are interrelated and interdependent dielectric related concepts. However, firstly language is a means of nationalizing the nation, also it is the mirror of the nation. Our language shows that our appearance and spirituality, language reflects the spirituality of representative of the nation. One of the greatest opportunities and blessings of the independence era is the prestige of the Uzbek language and gaining the status of the state language.
To know more about us or publish your paper, visit our website:- https://www.ijraset.com/
Using Music Technologies for Foreign Language Development David Brooks
Using Music Technologies for Foreign Language Development, a paper presented by David L. Brooks, Associate Professor, English Department, Kitasato University, Sagamihara, Kanagawa, Japan
Presentation at The Hawaii International Conference on Education from January 4-7, 2018 is pleased to inform you that your submission, “USING MUSIC TECHNOLOGIES FOR FOREIGN LANGUAGE DEVELOPMENT”, has been accepted for presentation at the 16th Annual Hawaii International Conference on Education to be held from January 4 to January 7, 2018 in Honolulu, Hawaii. The decision to accept your submission was based on a peer review process.
The exact time and room of your session will be specified in the final program. The final program will be available at http://hiceducation.org/program/ in early December 2017.
Ace Intercultural Dimensions Of Task Based Learning For Authentic CommunicationDavid Brooks
Rationale Part I: A paper presented at ACE 2009, the inaugural conference of the Asian Conference on Education in Osaka (Ramada Hotel), Oct 24-25, 2009 by David L. Brooks, Associate Professor, English (Foreign Language Dept), Kitasato University, Sagamihara, Japan
This document discusses the use of media in language teaching. It defines media as technological innovations and teacher-made materials used for classroom teaching purposes, including both print and non-print resources. The document argues that media can assist teachers by bringing the outside world into the classroom, motivating students, enhancing language teaching, and addressing different learning styles. Media provide contextualized input and exposure to authentic language that is not possible without them. They also allow teachers to present material efficiently and stimulate students' senses to aid information processing.
The document discusses research on computer-assisted language learning (CALL) and parental involvement in education. It provides an overview of previous studies that have found benefits of CALL and parental involvement on students' language achievement. The current study examined the effects of CALL combined with parental participation via email correspondence of classroom observations on the English language achievement of Saudi students. It used a teaching software, pre-posttests, observation checklists, and interviews. The study found that parental involvement had a positive impact on students' overall English language performance.
Beyond Constructionist thinking - 4 all MA and PHD students Curriculum and In...Magdy Aly
The document discusses past and potential future paradigms in education in light of technological advances. It outlines paradigm shifts from reproductive to productive learning, behaviorism to constructivism, teacher-centered to learner-centered approaches, teaching-centered to learning-centered models, and teaching to learning facilitation. Looking ahead, it argues the current constructivist paradigm will be challenged and institutions should focus on enabling learners to navigate vast information rather than just transmit content. A potential "navigationist" paradigm is proposed where teachers act as guides and learners develop skills to navigate knowledge on their own.
Webb, lorraine c bringing science to life school v7 n1 2016William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
This presentation looks at applying multiliteracies to TEFL (teaching English as a Foreign Language). Multiliteracies was a language learning concept based on semiotics that allowed for and included new media modes of communication in the 1990s. Whilst the language learning situation has changed considerably since that time, the concept of multiliteracies is still relevant in terms of opening up and supplementing TEFL practice.
Te 11 :TO ALL MA PHD AND SPECIAL DIPLOMA SS. REGARDS : DR. MAGDY MAHDYMagdy Aly
- Mobile apps can effectively promote vocabulary development for adult English language learners. Apps exist for dictionaries, thesauruses, translations, flashcards, listening practice, and exam preparation.
- Effective vocabulary instruction includes teaching individual words, strategies, providing varied experiences, and fostering interest in words. Apps support this, especially for independent practice.
- Teachers should explore useful apps, model their use, and guide students in selecting apps to meet their goals and interests. When introducing apps, teachers explain features and benefits and ensure students practice meaningfully.
The document discusses a study that examined the communication competencies developed among teacher trainees at Makerere University in Uganda through its teacher education programs. Data was collected through questionnaires administered to 134 third year teacher trainees and observations of lessons taught during school practice. The findings indicate that several communication competencies were developed, including understanding different perspectives, accepting feedback, and paying attention to nonverbal cues. However, some competencies like redirecting conversations and speaking truthfully in difficult situations were still not fully developed. The researchers recommend more active teaching methods to provide additional opportunities for trainees to practice communication skills.
The effect of using multimedia on english skills acquisitionhusnul_atiyah
This document discusses a study on the contribution of using multimedia on English acquisition among students in schools in Tangerang and Jakarta, Indonesia. The study utilized qualitative methods, including interviews with four English teachers from different school levels.
The interviews found that multimedia tools like laptops, projectors, and speakers helped make English lessons more engaging and interactive for students. However, the teachers noted individual and school factors also influence students' language acquisition beyond just multimedia use.
The document aims to further examine whether multimedia use highly contributes to improving students' English skills, which can be a challenge as English is not the first language in Indonesia. Student test scores will also be analyzed to validate teachers' perspectives on the impact of multimedia
This study is an assessment of teachersand pupils’perceptions use of digital pictures in teaching
reading fluency skills to primary three pupils in Sokoto metropolis, Sokoto state (Nigeria). The study employed
Mixed-design research method was employed where questionnaires and tests were administered only to both
teachers and pupils of experimental group. Two research questions were asked and answered using descriptive
statistics in form of frequency and mean. Questionnaires were used for data collection – one each for the
teacher and the pupils. The study found that both the teachers and the pupils were of the view that digital
pictures are recommendable tools for reading fluency instruction in the study area. Basedon these findings, the
study concluded that digital pictures are effective tools in teaching reading fluency skills to primary three pupils
in the study area. The study, therefore, recommends that, primary school teachers should be encouraged to use
digital pictures in their reading instructions.
Perceived Satisfaction on Learning Environment of Science-based and Non- Scie...Dhanapala R.M.
Abstract- The emphasis placed for Learning Environment and Resources in ELT study programmes has not been duly recognized although they are so immense for the improvement of ESL proficiency of university students. This study was a survey research in nature and was a part of the PhD study conducted in selected peripheral universities in Sri Lanka. In the study, five areas namely; convenience of lecture room facilities, availability of technology and other resources, availability of language laboratory facilities, convenience of library facilities, and convenience of time tabling and allocation of periods were tested with special reference to Science-based and Non science- based faculties. Descriptive analysis of data using SPSS software was performed in the study. Based on the results, students of Science-based faculties have shown almost equally high and moderate satisfaction for most of the areas. In contrast, Non science-based faculties needed further improvements in selected cases as the students’ satisfaction was low and moderate in majority of the cases in addition to few values of high satisfaction in limited cases.
The document discusses the history and evolution of computer-assisted language learning (CALL) from the 1960s to present. It describes three main stages: behavioristic CALL in the 1960-70s using drills and practice; communicative CALL in the late 1970s-1980s focusing on communication; and integrative CALL currently, which seeks to fully integrate technology into the language learning process. It also discusses the changing roles of teachers from being the sole information source to facilitators of learning.
The International Journal of Engineering and Science (The IJES)theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
This document summarizes a study that investigates ESL students' perceptions and attitudes about integrating technology into their grammar classes at the University of Sharjah. It reviews previous literature that has generally found positive student attitudes towards blended learning and no significant difference in achievement between online and face-to-face grammar instruction. The current study will examine the effectiveness of incorporating web-based grammar activities and students' perceptions of this approach, using tests, questionnaires, and interviews with 50 female intermediate ESL students at the university. The researcher hypothesizes that blended learning will improve grammar acquisition and lead to positive attitudes.
The document discusses foundations for online learning and teaching. It covers philosophical, psychological, and theoretical bases like motivation for learning and the Community of Inquiry framework. It also discusses institutional considerations around technology selection and preparing faculty for online teaching. The Community of Inquiry framework emphasizes social, cognitive, and teaching presence to support critical thinking in an online community. Motivation theories like andragogy note that adult learners are self-directed and motivated by internal factors like relevance to their lives.
El documento describe un widget propuesto para ayudar a estudiantes universitarios a organizar sus tareas y eventos. El widget accedería a las cuentas de los estudiantes en los sistemas escolares para recopilar información sobre horarios y tareas. También permitiría a los usuarios agregar manualmente tareas y eventos. Organizaría todas las tareas por prioridad de acuerdo a las fechas de entrega. Se evaluó el widget con usuarios y se midió su retención y usabilidad.
This document provides tips for teaching English to adult learners. Teachers should establish a relaxed environment where students feel encouraged. They should provide individual feedback and praise for improvements and effort to recognize students' progress. Teachers also need to correct bad study habits, support memory techniques, help students make connections to prior knowledge, reinforce the importance of lessons, and periodically review past material to aid retention.
C&M and Text100 IBM VFC Social Media Campaign MetricsBeyond
C&M and our PR Agency partners Text100 have been busy since the start of 2009 as the Online
brains behind IBM Software Groupʼs Social Media action.
In our first project together we were charged with helping IBM to showcase all of the development smarts behind the Chinese Virtual Forbidden City, a breathtaking Second Life-like representation of a Chinese world from five hundred years ago.
Here's how we got on...
Impact of audiovisual aids in teaching home economics in secondary schoolsResearchWap
ABSTRACT
The study attempted to investigate the appraising instructional materials as being used in secondary schools in Uyo Local Government Area of Akwa Ibom State, Nigeria. The study equally reviewed some important and extensive literatures under sub-headings. The descriptive research survey design was applied in the assessment of respondents’ opinions towards the subject matter. In this study, four null hypotheses were formulated and tested with the application of the independent t-test and the Pearson Product Moment Correltional Coefficient Statistical tools at 0.05 significance level. Also, the simple percentage frequency counts was used to analyse the questionnaire response of the selected respondents together with the research questions. A total of 100 (one hundred) respondents, 50 (fifty) male and 50 (fifty) female teachers were selected for this study. At the end of the data analyses, the following results were obtained: there is a significant relationship between teaching materials and teaching effectiveness among teachers in Akwa Ibom State public schools, there is a relationship between the availability of instructional resources and academic performance of students in public secondary schools in Akwa Ibom State, there is a significant relationship between teaching methods and students’ academic performance in Akwa Ibom State public schools and there is a significant gender in the academic performance of students due to the use of teaching materials in Akwa Ibom State public schools. Based on the conclusions reached at the end of this study, the following recommendations are made by the researcher: There should be allocation of more time to the practical aspects of educational technology in secondary schools, government should subsidise the cost of students’ practical work on Education Technology and graduates from other disciplines coming into teaching profession as a last resort due to high rate of unemployment; should be discouraged. This is because they are not well equipped for the tasks which they are to perform.
RESEARCH INTO THE NEW MODEL OF COLLEGE ENGLISH TEACHING-A MULTIMODALITY APPROACHIJITE
Currently, the application of the network resources and various means of teaching such as multimedia into
the classroom has led to the demonstration of multimodality in college English teaching. This paper
analyzes the current status of college English teaching and the existing problems, elaborates the research
trends of the theory of multimodal discourse analysis, and aims to explore the question as how to construct
college English teaching model from the perspective of multimodal discourse. Under the multimodalitybased college English teaching model, teachers should concentrate on cultivating students’ multi-literacy,
coordinating different modalities, to achieve the teaching objectives.
RESEARCH INTO THE NEW MODEL OF COLLEGE ENGLISH TEACHING-A MULTIMODALITY APPROACHIJITE
Currently, the application of the network resources and various means of teaching such as multimedia into
the classroom has led to the demonstration of multimodality in college English teaching. This paper
analyzes the current status of college English teaching and the existing problems, elaborates the research
trends of the theory of multimodal discourse analysis, and aims to explore the question as how to construct
college English teaching model from the perspective of multimodal discourse. Under the multimodalitybased college English teaching model, teachers should concentrate on cultivating students’ multi-literacy,
coordinating different modalities, to achieve the teaching objectives.
Currently, the application of the network resources and various means of teaching such as multimedia into the classroom has led to the demonstration of multimodality in college English teaching. This paper
analyzes the current status of college English teaching and the existing problems, elaborates the research trends of the theory of multimodal discourse analysis, and aims to explore the question as how to construct college English teaching model from the perspective of multimodal discourse. Under the multimodalitybased college English teaching model, teachers should concentrate on cultivating students’ multi-literacy,
coordinating different modalities, to achieve the teaching objectives.
Research into the New Model of College English Teaching - A Multimodality App...IJITE
Currently, the application of the network resources and various means of teaching such as multimedia into
the classroom has led to the demonstration of multimodality in college English teaching. This paper
analyzes the current status of college English teaching and the existing problems, elaborates the research
trends of the theory of multimodal discourse analysis, and aims to explore the question as how to construct
college English teaching model from the perspective of multimodal discourse. Under the multimodalitybased college English teaching model, teachers should concentrate on cultivating students’ multi-literacy,
coordinating different modalities, to achieve the teaching objectives.
RESEARCH INTO THE NEW MODEL OF COLLEGE ENGLISH TEACHING-A MULTIMODALITY APPROACHIJITE
Currently, the application of the network resources and various means of teaching such as multimedia into
the classroom has led to the demonstration of multimodality in college English teaching. This paper
analyzes the current status of college English teaching and the existing problems, elaborates the research
trends of the theory of multimodal discourse analysis, and aims to explore the question as how to construct
college English teaching model from the perspective of multimodal discourse. Under the multimodalitybased college English teaching model, teachers should concentrate on cultivating students’ multi-literacy,
coordinating different modalities, to achieve the teaching objectives.
Child Education Through Animation: An Experimental Study ijcga
Teachers have tried to teach their students by introducing text books along with verbal instructions in
traditional education system. However, teaching and learning methods could be changed for developing
Information and Communication Technology (ICT). It's time to adapt students with interactive learning
system so that they can improve their learning, catching, and memorizing capabilities. It is indispensable to
create high quality and realistic leaning environment for students. Visual learning can be easier to
understand and deal with their learning. We developed visual learning materials (an overview of solar
system) in the form of video for students of primary level using different multimedia application tools. The
objective of this paper is to examine the impact of student’s abilities to acquire new knowledge or skills
through visual learning materials and blended leaning that is integration of visual learning materials with
teacher’s instructions. We visited a primary school in Dhaka city for this study and conducted teaching
with three different groups of students (i) teacher taught students by traditional system on same materials
and marked level of student’s ability to adapt by a set of questions (ii) another group was taught with only
visual learning material and assessment was done with 15 questionnaires, (iii) the third group was taught
with the video of solar system combined with teacher’s instructions and assessed with the same
questionnaires. This integration of visual materials (solar system) with verbal instructions is a blended
approach of learning. The interactive blended approach greatly promoted students ability of acquisition of
knowledge and skills. Students response and perception were very positive towards the blended technique
than the other two methods. This interactive blending leaning system may be an appropriate method
especially for school children.
HKES SVP DEGREE COLLEGE, SADASHIVANAGAR, BANGALORE-560080.
‘Multimedia Technology for Effective Communication in English Language’-
(Prospects and perspectives)
This two-year project explored the use of ICT and eLearning practices across different disciplines at a university. Through case studies of eight disciplines, the project found that careful curriculum design is needed to support diverse student cohorts. ICT can help expand students' understanding of course content and support the development of professional identities, but some students find technology challenging. The project highlighted the need for clear relationships between learning goals, assessments, and technology use, as well as teacher understanding of educational technology's affordances and limitations.
The document discusses how learning management systems (LMS) can help link electronic learning materials directly to curricula. LMS are online platforms that allow teachers and students to manage coursework electronically. When used properly, LMS can facilitate blended learning by combining online and face-to-face instruction. However, barriers like lack of educational content aligned with curricula and technical issues can limit LMS effectiveness. Overall, LMS have potential to enhance learning if implemented properly with curriculum integration and educator support.
‘Multimedia Technology for Effective Communication in English Language’-
(Prospects and perspectives)
UGC Sponsored National workshop-2days Dates: 26/09/14 to27/09/14
Organised by- The English Department
A PRE-EXPERIMENTAL STUDY ON THE EFFECTIVENESS OF INTERNET-BASED RESOURCES FOR...Fiona Phillips
This document summarizes a study on the effectiveness of using internet-based resources like Grammarly and Paperrater to teach essay writing skills at a university in Vietnam. The study gave students pre-tests and post-tests to evaluate their writing and surveyed their attitudes. Key findings were that internet tools provided automated feedback that helped improve accuracy, and students responded positively to the modern approach compared to traditional methods. The study provided useful insights for incorporating new technologies into writing instruction.
ICT promotes English language use by enabling creative tools like presentations, podcasts and video that allow students to interact with language. Communication tools like email and discussion boards facilitate asynchronous and synchronous interaction. Reading, writing, listening and speaking skills can be developed through e-books, blogs, videos and audio files. Virtual learning environments provide online spaces for students and teachers to organize work. Studies show digital storytelling and ICT use improve students' speaking skills and motivation to learn English.
The document discusses a study that aims to determine the relationship between the use of multimedia facilities and students' academic performance as perceived by teachers. It provides background on multimedia and how it has impacted education. The study will be conducted among high school students in San Agustin and will use questionnaires and statistical analysis to understand teachers' and students' perceptions of how multimedia facilities influence academic performance. Key areas of focus for the study include types of multimedia used, their effects on performance, and how multimedia can improve performance levels.
Multimedia in teacher education perceptions usesAlexander Decker
This document discusses the use of multimedia in teacher education. It notes that educational systems are under pressure to use new technologies to teach 21st century skills. Multimedia tools can help transform traditional classrooms into more interactive learning environments. For teachers to effectively use multimedia, teacher education programs need to incorporate multimedia technologies and provide pre-service teachers with basic multimedia skills. The document classifies multimedia into linear and non-linear forms, noting that non-linear multimedia engages students by allowing interactivity and choice.
This project aims to help students to improve their writing skill through the use of the internet. EFL teachers will be able to use this project guidelines in order to get the best they can from their students.
This document discusses how learning management systems (LMS) can help link electronic learning materials directly to curricula. LMS are software that administer, track, and deliver educational courses online. They provide a digital space for documentation, tracking, and online delivery of materials. Examples include Google Classroom, Blackboard, and Moodle. While e-learning has advantages like expanded access and lower costs, it also has disadvantages like lack of interaction and feelings of isolation. Blended learning, which combines online and face-to-face learning, is presented as an alternative that can address some of e-learning's limitations.
11.multimedia in teacher education perceptions usesAlexander Decker
This document discusses the use of multimedia in teacher education. It notes that educational systems are under pressure to use new technologies to teach 21st century skills. Multimedia tools can transform traditional classrooms into interactive learning environments if teachers have the skills to use them. For education to benefit from multimedia, pre-service and in-service teachers must be trained in basic multimedia competencies. The document explores how multimedia can be used in teacher education programs to model effective teaching techniques for future teachers and help them develop technology skills to engage digital students. Benefits of multimedia for teacher education include providing high fidelity simulations to demonstrate classroom skills that words alone cannot convey.
AN EXPLORATORY STUDY ON K-12 TEACHERS USE OF TECHNOLOGY AND.docxdaniahendric
AN EXPLORATORY STUDY ON K-12 TEACHERS'
USE OF TECHNOLOGY AND MULTIMEDIA IN THE CLASSROOM
INTRODUCTION
Teachers
positively support their curricular goals and enhance
classroom instruction (Smerdon, B., Cronen, S., Lanahan, L.,
Anderson, J., Lannotti, N., & Angeles, J. (2000); Gray,
Thomas & Lewis, 2010). There are multiple technology tools
st
in the 21 century available for teachers to integrate in their
classroom for these purposes; however, there are
challenges. These tools change rapidly so it becomes
inherent for schools to have current technology and
teachers that are sufficiently prepared to use these
technology tools (Hinostroza, 2011). Often teachers do not
understand terminology necessary to communicate when
using these tools. Two terms educators commonly use
interchangeably are technology and multimedia. The term
“technology” denotes the hardware that is used in the
classroom and the term “multimedia”conveys software
applications combining digital media types, such as text,
images, sound, and video, which are the definitions used in
this study. Furthermore, it is difficult to establish a skill and
integrate technology in their classroom to
By
knowledge level necessary for educators.
The International Society for Technology in Education (ISTE)
developed five standards in evaluating the necessary skills
and knowledge of educators. These five standards are to:
1) Facilitate and inspire student learning and creativity; 2)
Design and develop digital age learning experiences and
assessments; 3) Model digital age work and learning; 4)
Promote and model digital citizenship and responsibility;
and 5) Engage in professional growth and leadership (ISTE,
2008).
For the purposes of this study, the ISTE Standard 2: Design
and develop digital age learning experiences and
assessments and ISTE Standard 3: Model digital age work
and learning, were the primary focus. More specifically, two
indicators from standard 2 were examined: a) Design or
adapt relevant learning experiences that incorporate
digital tools and resources to promote student learning and
creativity and b) Develop technology-enriched learning
environments that enable all students to pursue their
individual curiosities and become active participants in
* Associate Professor, Instructional Systems Technology, University of North Carolina Charlotte, USA.
** Assistant Professor, Educational Leadership, University of North Carolina Wilmington, USA.
ABSTRACT
st
21 century has seen new technology and multimedia made available for integration in K-12 classrooms. This exploratory
study examines K-12 teachers' use of technology and multimedia in the classroom in two southern counties in the
Southeastern United States. The purpose of the study was to answer the following five research questions: 1) What
technology do teachers use in the classroom; 2) How often do teachers use technology/multimedia in the ...
Modern Educational Technologies in Teaching a Foreign Languageijtsrd
modern educational technology, which is used to form elementary school students’ ability to communicate in another language, is the most productive in the process of creating an educational environment that provides human centered interaction for all participants in the educational process. Odina Bakhridinova Khusnidin Qizi | Gulmira Juraboyeva Sherali Qizi "Modern Educational Technologies in Teaching a Foreign Language" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd42477.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/education/42477/modern-educational-technologies-in-teaching-a-foreign-language/odina-bakhridinova-khusnidin-qizi
Similar to International Journal of Humanities and Social Science Invention (IJHSSI) (20)
Modern Educational Technologies in Teaching a Foreign Language
International Journal of Humanities and Social Science Invention (IJHSSI)
1. International Journal of Humanities and Social Science Invention
ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714
www.ijhssi.org Volume 2 Issue 11 ǁ November. 2013ǁ PP.30-34
CALT and Multimedia for Communicative Language Teaching
Kumari V.R Saritha
Research scholar Manonmaniyam Sundaranar University Tirunelveli
ABSTRACT: The purpose of this study was to investigate the effects of MCALT (Multimedia and Computer
Assisted Language Teaching) instructions for communicative language teaching among M.S University,
Tirunelveli students. Twenty students from the English department of M.S University participated in this study.
This study focused on to enhance students' communication skills in English language. The result indicates that
the students have benefited from the MCALT technology .It was concluded that MCALT technology could fulfil
the needs of the students to enhance their communication skills.
I.
INTRODUCTION
The present status of English as a global language, demands everybody that they should be
communicatively competent in order to achieve their goal. “ Language teacher has long been searching for
effective and efficient ways to render the learning experience in class as true to life as possible and to assist
students in developing the necessary independent study skills”( Gunn 1997). One popular mode to develop
communication skills can be using computers in the language-teaching classroom. “… Computer technology
represents a landmark invention that has the potential to assist human cognition in a way that was previously not
possible” (Mayer 2001). Emerging technology could increase student‟s motivation, self-confidence, mastery of
basic skills, and interest in second language learning. MCALT software has captured an interesting attention
among the language teachers and students it offers an authentic opportunity for students to develop their
communication skills.
II.
DESCRIPTION OF THE TOPIC
In recent years, the development of technology has created the need for investigating the effects of
CALT and Multimedia on communicative language teaching and learning. The aim of MCALT technology is to
enhance students‟ communication skills in a second language. Using Verbal and pictorial form in an activity
students can understand the situation and the context where to reuse it. It arouses student‟s capacity to recognize
and recall the sentence than the traditional way of language learning (Mayer 2001).
Traditional way of language learning is teacher-centred.“… In a traditional classroom, the teacher
provides the topic specific situation for students to make use of language as much as they can. Since the
traditional classroom is far from any similarities to the real life situation …” (Shih 2000). Students have to
memorize the rules and dialogues to reuse it .The author of the journal „Putting Learners First: An Integrated
Multimedia Environment for Language Learning‟ emphasizes the traditional way of language learning as “Old
wine in new wine skins”(Wible).
MCALT technology can act an important role in teaching second language effectively. The researcher
noticed the need of an employment oriented education and understood the existing problem in English language
teaching.
III.
CALL AND MULTIMEDIA
CALL has discovered as an appropriate tool for language teaching. Levy defined computer assisted
language learning as “the search for and study of applications of the computer in language teaching and learning
(Levy2009). “Computer assisted language learning (CALL) involves the use of technology in the form of
computers, and a transformation process in the institution where the implementation actually takes place…”
(Timucin 2006). “The term multimedia was originally used to describe packages of learning materials that
consisted of a book, a couple of audio cassettes and a video cassette…. Now that the term multimedia refers to
computer based materials designed to be used on a computer that can display and print text and high-quality
graphics, play pre-recorded audio and video material and create new audio and video recordings…” (Davies
2009). Mayer defines the term multimedia as “… different things to different people…” (Davies 2009). Verbal
and nonverbal presentation modes combined with MCALT technology.
The learner can use the available materials as visually and auditorily in multimedia language learning
environment.“…The multimedia software offers the opportunity for students to visualize the situation. The
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2. CALT and Multimedia for Communicative Language…
computer software creates a virtual world that is very similar to the real world…” (Shih 2000). Many researches
on MCALT technology proves that MCALT technology has the potential to enhance students' understanding,
remembering capabilities as well as grammar, vocabulary, pronunciation, four basic skills and culture (Davies
2009, Levy Mike 2009, Mayora 2006, Huimin 2004 and Sum 2002).
MCALT programs carried great support to the students to work at their own pace. Text, graphics and
audio are included in this program. MCALT presentation is interesting and motivating to watch it. “It is
generally acknowledged that the interaction between interest and motivation contributes enormously to learner‟s
language acquisition” (Huimin 2004). MCALT programs motivate the students to learn second language
interestingly, which help them to understand the situation and context where to reuse it. MCALT technology can
play an important role to make better communication skills.
IV.
BACKGROUND OF THE STUDY
Learning English as a second language is a great challenge for students from a non- English speaking
background. M.S University students are from middle-to-low socioeconomic population of urban and rural
zone. Most of the students were very good at their studies but they failed to get a job because of their deficiency
in spoken English. The aim of this study is to help the college students to develop their communication skills.
The researcher found that the students were able to grasp the meaning but they fail to respond in turns with
fluently. This issue tends the researcher to try a new way of language teaching to solve the needs of the
students. The researcher found many indications that CALT and Multimedia can provide many benefits to the
students.
V.
HYPOTHESIS
This study sought to scrutinize whether MCALT technology could lend a hand to the students to boost
their communication skills. Mike Levy argues that using technology in second language learning would develop
the basic skills as well as grammar, vocabulary, pronunciation and culture. This study suggests that effective use
of MCALT would help the students to improve their communication skills.
VI.
AREA OF STUDY
The participants are from the department of English of M.S University. The researcher has select
freshmen for this study. The pretest conducted in their classroom itself. Twenty Students were participated in
this study. (Age between 20 and 25 years, 10 males and 10 females) The posttest took place in the multimedia
language lab.
VII.
METHODOLOGY
Methodology describes the nature of the present study, the method adopted, the tools and techniques
used. The researcher conducted a pretest in this study to understand the level of the students. Various activities
introduced and examined their performance. Posttest carried out in the multimedia language lab for six months.
Students got a three-hour class per week. The researcher followed an effective method in testing and evaluation
of this study.
VIII.
METHODOLOGICAL TOOLs
Computer, software programs, language lab internet.
IX.
ROLE OF A TEACHER
Using MCALT technology in the classroom does not mean it would work for the teacher or replace the
text. “… The role of the teacher was to help the students to recognize the problems and to provide them with
necessary scaffolding…” (Shyu 2000). The teacher must be a part of learning to give advice and train the
students to use it in a proper way. The computer technology will teach the students and the teacher assumes the
role of a mentor or coach in MCALT environment. The CALL software act as a tool in teaching second
language. Therefore, the technology and the teacher become an interrelated part of learning. “… Technology use
in language instruction must be based on sound pedagogical and theoretical principles, and that both teacher and
technology are part of an interrelated system” (Mayora 2006).
The technology, method and the activity used in the classroom must be appealing and motivating for
second language acquisition. The success of an approach depends on the way the teacher uses the materials in
the classroom. “… Effective method and techniques as well as a wide verity of activities will ensure active
viewing and participation from students …” (Hemei 1997). Hence, the teacher has an active role as an adviser
and trainer to use new technology in an appropriate manner. MCALT technology will improve student‟s attitude
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3. CALT and Multimedia for Communicative Language…
towards second language learning and motivate them to learn language effectively. Therefore, MCALT
technology makes the teacher's job more productive and rewarding.
X.
TESTING AND EVALUATING
Testing and evaluation is very useful and important process of language Teaching. Through this
process, the teacher can assess how much the learner has learnt and the strength and weakness of the teaching
materials. Assessment and evaluation assist to enhance student‟s education and to improve teacher‟s instruction.
A student can be assessed by testing and evaluation method. In the process of evaluation, the teacher takes
decisions. To assess the performance of the students, the teacher used criterion method of testing and evaluation
in this study. Testing is of three types. They are,
1) Informal - often parentally devised daily, weekly and monthly
2) Standardized- Norm referenced
3) Diagnostic - Criterion referenced
Criterion referenced test provide the score as a percentage. It provides students' strength and weakness
in this study. Among this information, the teacher can determine what way the teacher could make
improvements for their future development. The researcher has scrutinized the performance of the students in
MCALT activities. The class consisted of twenty students and their performance graded as below.
Below average
Average
Above average
Fair
Good
- below 40
- above 50
- above 60
- above 70
- above 80
Activity 1: Reading
This activity helps the learner to improve their vocabulary, grammar and sentence structure.
Table: 1
Activity 2: Listening
Listening skill helps the learner to develop their ability in communication. Students can become a good
communicator when they are good listeners. It widens their knowledge.
Table: 2
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4. CALT and Multimedia for Communicative Language…
Activity 3: Conversation
This activity helps the students to develop their speaking and writing ability.
Table: 3
Activity 4: Description
In this activity, students asked to describe about their personal experience, speaking about what they
read or listen, describing places and persons. This activity helps the students to develop their speaking skills,
thinking ability.
.
Activity 5: Role Play
This activity helps the students to develop their communication skills without fear. It develops their speaking
skill.
Table: 5
From the above checklist, the researcher has provided the assessment of the performance of the students.
Table: 6
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5. CALT and Multimedia for Communicative Language…
1)
2)
3)
4)
5)
Growing stage (above 40)
Improving stage (above 50)
Developing stage (above 60)
Developing towards perfection (above 70)
Developing towards complete mastery over the language (abov80)
XI.
RESULT AND DISCUSSION
The result of the performance determines the effect of MCALT activity on learners. The first activity
Reading helps the learners to improve their vocabulary, grammar and sentence structure. During the first few
tasks, their performance was very poor because they do not have mastery of the language. In the fourth and fifth
tasks, their performance was better than the previous one. Their performance was in the above average level at
growing stage.
Listening skill facilitates students to widen their ability in communication. Different task introduced to
the students and asked them to listen to the text and make notes on it in a given table. Their performance was
below average level. The researcher gives different activities in the next four tasks and their performance were
gradually improved one another. In the fifth task, they performed well and their score was above seventy.
Third activity, Conversation lends a hand to develop their speaking and writing ability. Students had to speak
casually on the topic of their own interest. At first, their performance was in average level and when the teacher
gave different activities, they were interested and their performance was gradually improved.
Describing about something as a great personality, things or their personal experience helps the
students to improve their thinking ability. They gradually improved their speaking ability to perfect level. In the
fifth activity, students were trained to speak without fear and developed their speaking skill. Different task
introduced to the students. They did with interest and their performance was excellent.
The effect of MCALT technology has detected in this study. The purpose of this study was to
investigate the competence of training with MCALT technology. The result indicates that the MCALT program
has a significant impact on developing communication skills. The steady growth from one another exhibited the
positive attitudes towards second language learning. Students were motivated and interested to learn second
language in MALL (Multimedia Language Lab) environment. Introducing verbal and nonverbal in the activities
made the learners to perform well. MCALT activities help students to understand the context naturally and to
expose their innate ability to the maximum extent.
XII.
CONCLUSION
As a medium of language teaching, MCALT technology has a myriad of instructional possibilities. The
result provides empirical evidence that MCALT technology is more effective than the traditional way of
language learning. It supports students to engage in meaningful, authentic and truly communicative activities.
Students have responded positively to the MCALT technology. They like the flexibility and variety of activities.
They are willing to use this technology and they trusted that it would help them to learn a second language
effectively.
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[2]
[3]
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Davies,Graham, Introduction to Multimedia CALL,.ICT4LT 2(2) May 2009.
Gunn,Cathy, Integrated Multimedia for Better Language Learning, ASCILITE, 21,1997.
Hemei,Jiang, Teaching with Video in an English Class, English Teaching Forum 32.(2) 1997,45-49.
Huimin,Zhu, Implementing an Audio-Visual course through Video, Gudilines a magazine for language Teachers 26(2),2004, 3034.
Levy,Mike, Technology in Use for Second Language Learning, The Modern Language Journal 93, 2009,769-782.
Levy,Michael, Computer assisted language learning context and conceptualization (NewYork:Oxford UP,2008)
Mayer,Richard E, Multimedia learning (Cambridge : Cambridge UP,2001)
Mayora,Carlos A, Integrated Multimedia Technology in a High School ELF Program,.English Teaching Forum 44 (3), 2006, 142.
Shih-Jen,Huang, Communicative Language Teaching in a Multimedia Language Lab The Internet TESL Journal V1 (2), 2000.
Sum,Cheung Wing, Using Multimedia Story books to Improve Reading Comprehension, Guideline a magazine for language
teachers 24(2),2002,15-18
Shyu,Yih Cindy, Video-based Anchored Instruction to enhance Learning :Taiwan‟s Experience, British Journal of Educational
Technology 31(1),2000,57-69
Timucin,Metin, Implementing CALL in an EFL Context, ELT Journal 60 (3,) 2006,262-271
Wible,David, Putting Learners First: An Integrated Multimedia Environment for Language Learning.
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