2012 International Conference on Language, Medias and Culture
IPEDR vol.33 (2012) © (2012) IACSIT Press, Singapore
Use of Technology in English Language Teaching and Learning : An
Analysis.
Solanki D. Shyamlee1+, M Phil.2
1
Communication Skills, Sardar Patel College Of Engineering, Mumbai
2
Sardar Patel University, Vallabh Vidyanagar, Anand, Gujarat
Abstract. In language teaching and learning, we have a lot to choose from the world of technology: Radio,
TV, CD Rom, Computers, C.A.L.L., the Internet, Electronic Dictionary, Email, Blogs and Audio Cassettes,
Power Point, Videos, DVD s or VCD s. The last two decades have witnessed a revolution due to onset of
technology, and has changed the dynamics of various industries, and has also influenced the industries and
the way people interact and work in the society. This rapid rising and development of information technology
has offered a better pattern to explore the new teaching model. As a result technology plays a very important
role in English teaching. Using multimedia to create a context to teach English has its unique advantages.
This paper tries to analyze the necessity of multimedia technology to language teaching and also brings out
the problems faced by using these technologies. It also aims to make English teachers aware of the strategies
to use it in an effective manner.
KeyWords: English Language teaching, Multimedia Technology, Advantages, Disadvantages,
Optimization, Strategies.
1. Introduction:
With the spread and development of English around the world, English is used as a second language in a
country like India and for some people the 1st language. It enjoys a high prestige in the country. At present
the role and status of English in India is higher than ever as evidenced by its position as a key subject of
medium of instruction, curriculum. As the number of English learners is increasing different teaching
methods have been implemented to test the effectiveness of the teaching process. Use of authentic materials
in the form of films, radio, TV has been there for a long time. It is true that these technologies have proved
successful in replacing the traditional teaching.
The new era assigns new challenges and duties on the modern teacher. The tradition of English teaching
has been drastically changed with the remarkable entry of technology. Technology provides so many options
as making teaching interesting and also making teaching more productive in terms of improvements.
Technology is one of the most significant drivers of both social and linguistic change. Graddol: (1997:16)
states that technology lies at the heart of the globalization process; affecting education work and culture.
The use of English language has increased rapidly after 1960. At present the role and status of English is that
it is the language of social context, political, sociocultural, business, education, industries, media, library,
communication across borders, and key subject in curriculum and language of imparting education . It is
also a crucial determinant for university entrance and processing well paid jobs in the commercial sector.
Since there are more and more English learners in India, different teaching methods have been implemented
to test the effectiveness of the teaching process. One method involves multimedia in ELT in order to create
English contexts. This helps students to get involved and learn according to their interests, It has been tested
effectively and is widely accepted for teaching English in modern world.
Technology is utilized for the upliftment of modern styles; it satisfies both visual and auditory senses of
the students. With the spread and development of English around the world, English has been learned and
used by more and more speakers. According to David Graddol it is the language at the leading edge of
+
Corresponding author.
E-mail address: shyamlee_sds@yahoo.com.
150
scientific and technological development, new thinking in economies and management, new literatures and
entertainment genre& .. David Graddol, The future of English, Page 2
2. Use of Technology in Teaching English
As the use of English has increased in popularity so has the need for qualified teachers to instruct
students in the language. It is true that there are teachers who use cutting edge technology, but the majority
of teachers still teach in the traditional manner. None of these traditional manners are bad or damaging the
students. In fact, till date they are proving to be useful also. However, there are many more opportunities for
students to gain confidence practice and extend themselves, especially for ESL students who learn the
language for more than just fun. For them to keep pace with ELT and gain more confidence they have to
stride into the world of multimedia technology.
3. The Growth of ELT Through Technology
21 st century is the age of globalization and is important to grasp on various foreign languages and
English language comes first.English Language Teaching has been with us for many years and its
significance continues to grow, fuelled, partially by the Internet. Graddol s study (2000) suggests that in the
year 2000 there were about a billion English learners- but a decade later the numbers doubled. The forecast
points to a surge in English learning, which has peaked in 2010. The same study indicates that over 80% of
information stored on the internet is in English. For the first time there are more Non-Native than Native
users of the language and diversity of context in terms of learners, age, nationality, learning background
etcetera has become a defining characteristic of ELT today.
With the rapid development of science and technology, the emerging and developing of multimedia
technology and its application to teaching, featuring audio, visual, animation effects comes into full play in
English class teaching and sets a favorable platform for reform and exploration on English teaching model in
the new era. It s proved that multimedia technology plays a positive role in promoting activities and
initiatives of student and teaching effect in English class. Technological innovations have gone hand -in-
hand with the growth of English and are changing the way in which we communicate. It is fair to assert that
the growth of the internet has facilitated the growth of the English language and that this has occurred at a
time when computers are no longer the exclusive domains of the dedicated few, but rather available to many.
With this there has been a very significant proliferation of literature regarding the use of technology in
teaching English language. Mostly these writings unequivocally accept technology as the most essential part
in teaching. In a sense, a tendency to emphasize on inevitable role of technology in pedagogy to the extent of
obliterating human part of teacher by technology part has been very dominant. And as a result if we neglect
or ignore technological developments they will continue and perhaps we will never be able to catch up,
irrespective of our discipline or branch. For this reason it is important for language teachers to be aware of
the latest and best equipment and to have a full knowledge of what is available in any given situation.
Teachers can use Multimedia Technology to give more colorful, stimulating lectures (new Horizons).
There are many techniques applicable in various degrees to language learning situation. Some are useful
for testing and distance education, and some for teaching business English, spoken English, reading,
listening or interpreting. The teaching principle should be to appreciate new technologies in the areas and
functions where they provide something decisively new useful and never let machines takeover the role of
the teacher or limit functions where more traditional ways are superior.There are various reasons why all
language learners and teachers must know how to make use of the new technology. Here we also need to
emphasize that the new technologies develop and disseminate so quickly that we cannot avoid their attraction
and influence in any form
4. Analysis on Necessity of Application of Multimedia Technology to English
Teaching
4.1. To Cultivate Students Interest in Study
Nowadays, the stereotyped traditional teaching methods and environment are unpopular while
multimedia technology featuring audio, visual animation effects naturally and humanely makes us more
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access to information besides, with such characteristics as abundant-information and crossing time and space,
multimedia technology offers a sense of reality and functions very well, which greatly cultivates students
interest and motivation in study and their involvement in class activities.
4.2. To Promote Students Communication Capacity
Traditional teaching has hampered students capacity to comprehend certain language and also
understanding to structure, meaning and function of the language, and makes the students passive recipients
of knowledge, So it is hard to achieve the target of communication. With teachers instructions leading
students thought patterns and motivating students emotions, the multimedia technology seeks integration
of teaching and learning and provides the students greater incentives, The PPT courseware activate students
thinking; the visual and vivid courseware rand help them to transforms English learning into capacity
cultivation. And such in-class activities as group discussion, subject discussion, and debates can also offer
more opportunities for communication among students and between teachers and students. So multimedia
technology teaching has uniquely inspired students positive thinking and communication skills in social
practice.
4.3. To Widen Students Knowledge to Gain an Insightful Understanding to Western
Culture.
The multimedia courseware can offer the students abundant information; more plentiful than textbooks,
and help them to get of displays vivid cultural background, rich content and true-to-life language materials,
which are much natural and closer to life. Not only could learners improve their listening ability, but also
learn the western culture. Grasping information through various channels can equip; the students with
knowledge and bring about information-sharing among students and make them actively participate in class
discussion and communication.
4.4. To Improve Teaching Effect
Multimedia teachings enrich teaching content and make the best of class time and break the teacher-
centered teaching pattern and fundamentally improve class efficiency. Due to large classes it is difficult for
the students to have speaking communication. The utilization of multi-media sound lab materializes the
individualized and co-operative teaching.The traditional teaching model mainly emphasized on teachers
instruction, and the information provided is limited due to traditional classes. On the contrary, multimedia
technology goes beyond time and space, creates more vivid, visual, authentic environment for English
learning, stimulates students initiatives and economizes class time meanwhile increases class information.
4.5. To Improve Interaction Between Teacher and Student
Multimedia teaching stresses the role of students, and enhances the importance of interaction between
teachers and students. A major feature of multimedia teaching is to train and improve students ability to
listen and speak, and to develop their communicative competence, During this process, the teacher s role as a
facilitator is particularly prominent. Using multimedia in context creation creates a good platform for the
exchange between teachers and students, while at the same time providing a language environment that
improves on the traditional classroom teaching model. In this way, teachers in the classroom no longer
blindly input information and force students to receive it in a passive way.
4.6. Creates a Context for Language teaching
Multimedia teaching creates a context for language teaching. This method makes the class lively and
interesting, as well as optimizing the organization of the class. Multimedia has its own features such a s
visibility and liveliness. During the process of multimedia English teaching, sounds and pictures can be set
together, which enhances the initiative of both teachers and students, When using multimedia software,
teachers can use pictures and images to enrich the content of classes, and also imagine different contexts in
the process of producing teaching courseware, Students in the class can use multimedia to understand the
class in a clear way. Through the whole interactive process, it is apparent that using multimedia in ELT is
effective in nurturing students interest in learning English, as well as enhancing teachers interest in
English teaching. As Zhang (2006:11.1)points out through Multimedia and network technology we can offer
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students not only rich, sources of authentic learning materials, but also an attractive and a friendly interface,
vivid pictures and pleasant sounds, which to a large extent overcomes the lack of authentic language
environment and arouses students interest in learning English.
4.7. To Provide Flexibility to Course Content:
In addition, multimedia teaching is also flexible. It is obvious that the context can be created not only in
the classroom, but also after class. Multimedia language teaching can also create a multimedia language
environment for the purpose of conducting language teaching. English teaching itself must focus on the
guidance of teachers and be student-centered(see, for example, Holec, 1981), which we believe is one of the
principles for language teaching. Students are bound to have some problems in classroom teaching, which
can be addressed under the guidance of teachers. In such circumstances, students can use the new
technology to their advantage, such as manipulating the network to contact teachers, and receiving answers
by email.
5. Analysis on Problems Arising from Application for Multimedia Technology
to English Teaching
In spite of advantages of application of multimedia technology to English class teaching has to improve
teaching effect and university students overall capacities, there are many problems existing in practical
teaching, such as:
5.1. Major Means Replaced by the Assisting One
Application of multimedia technology is and assisting instrument to achieve the projected teaching effect,
While if totally dependent on, multimedia devices during teaching, the teachers may be turned into slaves to
the multimedia and cannot play the leading role in teaching, It is observed in practice that a lot of teachers
are active in multimedia technology application but not proficient enough to handle it confidently. In class,
they are standing by the computer and students are fixing their attention only on the screen, and therefore,
there is no eye contact between teachers and students.. The trend of modern information and technology
teaching appears to the extremity regardless of the essence of the traditional teaching. And hence, the notion
of Creative Education is to be fully comprehended that modern educational techniques serves an assisting
instrument rather than a target: and that should not dominate class. They are substitutes to effective teaching
and learning
5.2. Loss of Speaking Communication
English language and English analysis by the teachers are effective in conveying knowledge to the
students from English pronunciation to comprehension, improving students English thought patterns and
oral expression, Whereas, the introduction of multimedia technology featuring audio, visual, textual effect
fully meets audio and visual requirements of the students and enhance their interest, but it also results in lack
of communication between teachers and students, replacement of teachers voice by computer sound, and
teachers analysis by visual image and students have few chances for speaking communication . With the
favorable atmosphere by the mutual communication between teachers and students fading away, and sound
and image of multimedia affecting students initiative to think and speak, English class turns to course ware
show and students are made viewers rather than the participants of class activities.
5.3. The restriction of Students Thinking Potential
It is clear that language teaching is different from science subjects, for language teaching does not
require demonstration by various steps, rather, the tense and orderly atmosphere is formed through questions
and answer between teachers and students, Teachers raise impromptu and real-time questions and guide the
students to think, cultivate their capacity to discover and solve problems, however, due to over-
demonstration and pre-arranged order, the courseware lacks real-time effect and cannot give feedback. It
ignores emphasis and importance in teaching; it also neglects instruction in students thinking , inspiring
their paths of thinking, strengthening their capacity contemplating and solving problems. In this way, it
should be noted that cultivation of students thinking capacity should be the major objective in teaching and
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using of multimedia technology and it should not take up the students time for thinking, analyzing and
exploring questions.
5.4. Abstract Thinking Replaced by Imaginable Thinking
The Process of cognition goes through perceptual stage and rational stage. It also applies to studying
process. It is our hope that teaching makes students adopt the outlook cognition from perceptual recognition
to rational apprehension, and greatly leap from perceptual thinking to rational thinking; Therefore it is the
major objective in teaching. To enhance the students abstract thinking, the multimedia technology makes
content easier, and with its unique advantages, it can clarify the emphasis in teaching. While if the image and
imagination in students mind were merely showed on the screen, their abstract thinking would be restricted
and logical thinking would waste away. At present the decreased students reading competence has become a
major concern for reason that, textual words are replaced by sound and image, handwriting by keyboard
input. All in all, the multimedia as an assisting instrument, cannot replace the dominant role of teachers and
it is part of a complete teaching process. Besides, it is not a mechanic imitation of teaching, rather it
integrates the visual, textual demonstration with teachers experience to contribute to the programmed,
automatic and continuous teaching project so as to enhance the overall improvement of students listening,
speaking, reading and writing.
6. Suggestions and Strategies to the Existing Problems
In practical teaching. It is improper to duplicate the textual material simply to the screen so that the
teacher s position is ignored In order to ensure the function of, multimedia in teaching. It should be noted
that::
6.1. The Beauty of Courseware Is not the Sole Pursuit
It is proved through practice that adequate application of multimedia technology to teaching can make
breakthroughs in class teaching. That is to say, during multimedia assisting teaching, teachers still play the
leading role that their position could never be replaced by the computer. For instance, the introduction to
each lesson and speaking communication are good way to improve students listening and speaking which
the computer cannot fulfill, Therefore, teachers interpretation shall not be overlooked. Meanwhile, as a
practical linguistic science, English should be used very often in class to cultivate the students
communicative competence, Multimedia, as an instrument for assisting teaching, serves the teachers despite
its extraordinary effect, So teaching determines whether to adopt multimedia technology. Otherwise, the
teachers were acting as the projectionist, clicking the screen.
6.2. The Computer Screen can t Substitute the Blackboard
Some teachers take the computer screen as the blackboard, They have input exercises, questions, answers
and teaching plans into the computer and display them piece by piece, without taking down anything on the
blackboard or even the title of a lesson. It is known that teachers are supposed to simulate situations based on
teaching and guide the students to communicate in English. Beside traditional writing on blackboard is
concise and teachers can make adjustment and amendment to it if necessary. Furthermore, experienced
teachers know well that a perfect courseware is an ideal project in mind, and that in practice, they need to
enrich the content on the blackboard with emerging of new question raised by the students.
6.3. Power Point cannot Take the Place of Student s Thinking and Practices
At present, most multimedia courseware mainly feature on image and animation of teaching materials in
order to cause audio and visual effect, which lively displays the content of textual materials and helps the
student deeply understand the texts. A problem remains that displaying of the content of texts in the PPT
courseware cannot take the place of students thinking or English communication in simulated circumstance,
When working on and utilizing the courseware, we need to encourage the students to use their own mind and
speak more, actively join in class practice, we should not overuse the courseware merely in the hope of
adding the modernized feature to class teaching
6.4. Traditional Teaching Instruments and Devices should not be Overlooked
154
The function of multimedia assisting in teaching cannot be replaced by many other instruments, which
does not mean that multimedia can replace any other form of instrument; Some teachers tend to entirely
depend on multimedia teaching. While, it should be noticed that although multimedia has its unique
advantages in teaching, the characteristics functions of other forms of teaching instruments are still
incomparable. For example, the recorder still plays a role in broadcasting listening material. So teachers are
supposed to choose appropriate media and instrument based on the requirements of teaching and integrate
multimedia instrument with traditional one and fully perform their merits, rather than merely in pursuit of
trendy method.
6.5. Multimedia Technology should not be Overused
Some teachers may possess the improper concept that they would totally apply multimedia technology in
their teaching. It is also believed that the more utilization of multimedia technology, the better class
atmosphere may grow, the more actively the students get involved in class participation, the more easily the
material access to the students. Apparently, the students show some interest in leaning, but actually, they feel
like looking on. In practice, the more unconscious attention the students pay. The more interference of
teaching information during transmission, the less the students take from the language materials. It is
impossible to effectively train the students language expression in class time. It is clear that in spite of
advantages of application of multimedia technology, it assists in teaching. During practical teaching, it is part
of a complete teaching procedure. In practice, if multimedia technology would be properly implemented in
English teaching, the students could make full use of English speaking and listening materials and develop
their overall capacities, which is the objective for us to introduce multimedia technology to modern teaching
thus, this leads to systematic training on students listening, speaking, reading and writing, makes teachers
instructions come into great play, help the student gain basic knowledge as well as language training at
classes, improves their expression ability in English and lays a fundamental basis for their English
communication.
7. Conclusion
Ideally, the purpose of both the traditional and computer-assisted cooperative language leaning
classrooms is to provide a space in which the facilitation of learning, and learning itself, can take place (Shi,
2008: 76). It is true that one of the ultimate goals of multimedia language teaching is to promote students
motivation and learning interest, which can be a practical way to get them involved in the language learning,
Context creation of ELT should be based on the openness and Accessibility of the teaching materials and
information. During the process of optimizing the multimedia English teaching, students are not too
dependent on their mother tongue, but will be motivated and guided to communicate with each other.
Concerning the development of technology, we believe that in future, the use of multimedia English
teaching will be further developed. The process of English learning will be m ore student-centered but less
time-consuming. Therefore, it promises that the teaching quality will be improved and students applied
English skill scan be effectively cultivated, meaning that students communicative competence will be
further developed.
In conclusion, we believe that this process can fully improve students ideation and practical language
skills, which is helpful and useful to ensure and fulfill an effective result of teaching and learning. Barring a
few problem areas multimedia technology can be used effectively in classrooms of ElT with proper computer
knowledge on the part of teachers, overcoming the finance problems in setting up the infrastructure and not
allowing the teachers to become technophobes.
8. References
[1] Graddol: (1997:16)
[2] David Graddol, The future of English, Page 2
[3] Zhanghongling ( The development tendency of the modern foreign language teaching and the computer assisted
instruction. Computer- Assisted Foreign Language Education 3.
155
[4] Brown, H.D. (2001). Teaching by principles: An interactive approach to language pedagogy. Beijing: Foreign
Language Teaching and Research Press.
[5] Holec,H.(1981). Autonomy and Foreign language learning. Oxford: Pergamon.
[6] www.ccsenet.org/journal.html , vol.1, No 4, November 2008.
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