Integrating multimedia tools into
teaching English supports the implementation of high-quality instruction and
explores new issues in higher education. It fosters the pedagogical orientation
from instructor-centered to learner-centered instruction. Multimedia tools like
audio software, power point presentation, flash animation, and video are used
in teaching English. The need for analysing these tools is becoming crucial
nowadays.
English Language Teaching is one of
the fastest growing sectors in the world. The use of new technologies is an
integral and driving component of this growth. Computers deliver
multimedia presentations for entertainment, advertising, or education.
Edutainment is the term used to refer to the applications which incorporate
multimedia entertainment with educational objectives. Multimedia incorporates
text, audio, graphics, animations, or real video into English lessons.
Curriculum developers and
instructional designers collaborate with skilled teachers and subject experts
to create effective, integrated learning strategies which strengthen teachers’
professional skills, make optimal use of classroom time, and broaden student
access to learning materials. Audio Streaming, Power Point
Presentations, Flash or Java Animation, Video, etc. are the different
multimedia tools used in teaching English.
Vision and hearing are the dominant
senses. Multimedia can provide a sensory and real learning experience; it
presents a greater potential for learning. Audio software
contains options like play, stop, record, etc. It does not contain images or
animations. Power point presentation contains text and images. Audio files can
be inserted, if necessary. Flash animations contain text, audio, images, and
animations. Videos can be played in any media player. It contains sub-texts for
easy understanding of the conversations.
Multimedia plays an important role
in all the stages of second language acquisition. Multimedia tools are used
widely by second language learners. The
different multimedia tools available to teachers include video and data projectors, videos, Internet, and course management programs.
There are many advantages of using
multimedia tools in the language classroom. These include more active
learning, diversified teaching methods, better student attention, less time and
energy for professors, and visual stimulation. However, there are some
downfalls to using technology when teaching the courses. They are equipment
failures, need for back-up plans, anxiety for teachers, time spent learning new
technologies, etc.
The advantages for using technology
often outweigh the disadvantages. Many of the problems with using technology
and learning materials can be overcome by testing the equipments beforehand and
learning how to properly use each multimedia tool. Multimedia has the potential
for much more than text-based communication of ideas. It alleviates the
loneliness of books, because it is interactive. Multimedia enables text,
images, sound, and video to be combined into one and plays an important role in
teaching English.
Why choosing multimedia resources?
Multimedia is becoming
indispensable in the classrooms. It allows teachers to diversify their
lectures, display more information, and enhance student learning. It helps them
save time and energy; it allows for more attention to be paid to the course
content. There are different multimedia tools available in the market. Audio
streaming, PPT, animation, and video are quite familiar with the teachers and students.
Pronunciation, accent, vocabulary building, note-taking or note-making skills,
reading comprehension, writing skills, etc. are taught using the multimedia
tools. There are different purposes for
analysing the multimedia tools:
- To decide whether the multimedia tool has had the intended effect;
- To identify what effect the multimedia tool has had;
- To justify future courses of action;
- To identify areas for improvement in a multimedia tool.
Multimedia tools prove to be
effective in teaching English. However, they are not tailor-made. Teachers should analyse them predictively and
retrospectively to use them effectively in the classroom. Feedback from the
teachers and students can be utilised to improve the efficiency of the
multimedia lessons. Multimedia tools should be used appropriately and
frequently to increase the scores of the ESL students.
To sum up:
You may also like to have a look at Richard Mayer's Cognitive Theory of Multimedia Learning.
