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Application of Multimedia Tools
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Application of Multimedia ToolsThe research under consideration make clear that no specific multimedia design or curriculum is certain to yield fruitful outcomes. When creating or utilizing multimedia-based listening comprehension aids, teachers or course creators should keep certain best practice standards in mind. For instance, Ludwig et al. (2004) synthesized a number of research and came to the conclusion that effective multimedia presentations are those that include various media forms that relate to one another rather than those that are deemed "entertaining." The use of amusing tools was thought to cause confusion and cognitive overload (Ludwig et al, 2004). The Internet can provide authentic materials which are more motivating for the learner. This could include webcasts, newsroom video claims, videos from YouTube and other providers, digital stories, online newspapers, and others (Kumar & Tammelin, 2008). Multimedia applications for L2 learning provide a more realistic picture of the new language and culture in the classroom. Digital stories could be useful in developing children’s listening skills asthey tend to be visual and interactive. This interactivity may facilitate learning as the children are actively involved in decoding and understanding the stories. Other researchers have advocated more for individualised listening tools such as MP3 players or computers in order to be better attuned to individual capacities. This is found to be more acceptable when handling students with poor linguistic ability and poor “metacognitive” awareness (Roussel, 2011; Vincent-Derroux et al., 2011). The effective incorporation of technology into language training has other challenges. The advantages of multimedia, however, are generally acknowledged to include interaction, accessibility, authenticity, and the fusion of text, sound, and images (Stockwell, 2007). However, it is claimed that barriers to maximizing the benefits of technology include a lack of necessary knowledge and skills, difficulties adopting new technologies, and cultural opposition. Another obstacle is the way educators themselves teach; in order to avoid the development of the learning process, educators must keep their pedagogical techniques current and adaptable. The efficiency of multimedia-based listening teaching can also be hampered by structural constraints from schools and even the larger framework of educational policy (Thao, 2003). Exploiting technology in the teaching of listening skills tends to promote the achievement of participants. It tends to function as a facilitator in acquiring newly taught materials. When a video projector is used in the classroom, it tends to boost student attention and provide the teachers a greater opportunity to deliver (Gary 2007). Because there will be shown letters on the screen, care must be given to avoid setting up a scenario that would make the class passive and cause the students to do nothing. Instead, they focus on observing the scene and neglect the primary goal (Buck, 2001). In light of this, the written material is shown once, if not twice, for each problematic section for the students. The use of video texts enables viewers to make use of the non- verbal elements of communication that can aid in understanding and processing auditory data (Zainol, et al., 2011). In most of L2 listening situations, the listener has the ability of seeing the speaker. Therefore, it excludes situations like talking on the phone, listening to radio, and listening to loudspeakers among others. In such circumstances, the learners of L2, usually become afraid to speak in public as a result of lacking accuracy and fluency; something which cannot be achieved without listening comprehension mastery (Borras, & Lafayette, 1994). This improves the proximal development zone's constructivism viewpoint, which includes fostering independence and self-worth. Additionally, it fosters autonomy and independence in language learners. As a result, teachers must use all of their effort to create an environment that encourages learners to learn (Yang et al., 2010). It frequently happens that students will complain about certain words or phrases they encounter in their writing. When the instructor or professors aren't there, video texts are popular since they help students solve problems quickly (Blasco, 2009). Numerous academics have asserted that using multimedia technologies may help students become skilled learners because multimedia can be used to create "a learning environment where students can practice their language skills and learn about the target culture" (Brauer, 2001, p.130). Multimedia gives language instructors the chance to convey course information in a way that is more engaging, condensed, and time-effective (Brinton, 2001). Multimedia resources, including audio, video, computers, software, and the Internet, are seen to be efficient and reliable tools that can aid L2 learners in successfully applying what they have learned in classroom settings. The use of Computer-Assisted Language Learning (CALL) programmes have been heralded as effective means of developing and enhancing language skills among L2 learners. Several studies have been conducted to suggest the positive outcomes of CALL programmes in improving language learning outcomes among students. While computer-assisted instruction has gained prominence, Bax (2003) considers that the stage at which CALL is being implemented falls behind the“normalisation stage” or the stage where CALL is completely visible and integrated into the school curriculum. The goal of creating a learning environment for language acquisition is to develop all facets of language. This necessitates contextualization that is as near to being real as feasible. Written and spoken language frequently seem differently, and the resources employed must reflect this. Audiovisual content should be as authentic and current as feasible. In order to ensure interest and create variety, audio must be provided in a number of ways. During intense courses, this becomes increasingly important. Finding reliable, easily available multimedia resources that may be included into a program as a whole therefore becomes the difficulty. Strong listening skills are established while incidental learning is supported by systematic ways and resources, which aid in enhancing oral communication at the workplace. The learning of a second language often centers on listening comprehension. Students who can demonstrate competency in L2 listening also have the capacity to show mastery in other language abilities. Language specialists, especially educators, prefer to encourage the highlighted or equal growth of these listening abilities among the pupils in light of the listening role, viewed as somewhat underappreciated in the formation of language. L2 speakers, through multimedia, stand provided with access to various aural and visual L2 texts via video, audio, blogs, podcasts, and the internet among others. Putting multimedia into use in listening instrument, stands as a move towards assisting the learners of L2 understand L2 within the daily context. жүктеу/скачать 1,89 Mb. Достарыңызбен бөлісу:
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