Journal articles: 'Multimedia in language teaching'

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Ahmed, Md Kawser. "Multimedia Aided Language Teaching: An Ideal Pedagogy in the English Language Teaching of Bangladesh." American International Journal of Social Science Research 3, no. 1 (December 20, 2018): 39–47. http://dx.doi.org/10.46281/aijssr.v3i1.220.

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Teaching English language around the globe is not only concentrated on grammars, series of writings and face to face interviews through conventional style but also centralized on the modern equipment, information and technology. Day to day updated accessories have made a tremendous progress in the pedagogy of English and ensured maximum benefits and acceptability among teachers and learners simultaneously. Observing the global usability and frequency, English language has appeared as a technology-but not as a language only but also as a channel of communication and language teaching. Application of multimedia in teaching-learning of English has earned best appreciation at any level of education and students have found English as an easy means of communication, conversation and interact with teachers with the blessing of multimedia and updated materials of language teaching. On the contrary, it is pitiful to observe that unavailability of modern accessories and elements in teaching English shows the namesake picture of multimedia used in third world countries especially in Bangladesh. This paper will focus on the significant progresses in the application of multimedia; take up of class with the aid of modern equipment and practical scenario of the use of multimedia in schools, colleges and universities of Bangladesh where multimedia based classroom is getting popular between teachers and students equally.

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Kumar, Tribhuwan, Sayama Malabar, Ahmed Benyo, and Bakhrul Khair Amal. "Analyzing multimedia tools and language teaching." Linguistics and Culture Review 5, S1 (August 6, 2021): 331–41. http://dx.doi.org/10.21744/lingcure.v5ns1.1400.

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This study analyzes the use of multimedia tools to teach English in non-English speaking nations and highlights the issues that teachers and English students confront. A better instrument for the exploration of a novel teaching approach has been the increasingly growing scientific tools and techniques such as multimedia technology. Multimedia technology, in particular, in non-native language contexts, plays an essential role in English language education. It also intends to raise awareness of the strategies to effectively deploy non-mutual English speakers as language teachers. The study presents a detailed analysis of the role of multimedia tools and technology. Advantages and disadvantages of multimedia tools and technology are described at length, recommendations are made and conclusion is drawn. It is believed that the use of multimedia technology can ensure effective language teaching and enhance learners’ linguistic abilities.

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Shi, Shaohua. "Computer English Teaching Model Based on Multimedia Platform." International Journal of Emerging Technologies in Learning (iJET) 11, no. 08 (September 1, 2016): 59. http://dx.doi.org/10.3991/ijet.v11i08.6050.

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Currently, multimedia-assisted foreign language teaching is a topic of high interest in the field of foreign language teaching. The combination between multimedia and foreign language teaching enables the teaching activity to integrate functions, such as words, phrases, sounds, images, figures and animations which can arouse and stimulate the students’ enthusiasm and initiative as well as improve the teaching efficiency. However, the insufficient study of current foreign language teaching on both of the theories and practices of the multimedia-assisted foreign language teaching results in an unsatisfactory outcome of the multimedia-assisted teaching utilized by many foreign language teachers in middle school. Based on the knowledge and analysis of the status quo of the multimedia-assisted foreign language teaching and its design, this paper systematically discusses its contents of listening, speaking, reading and writing as well as its design, aiming at promoting teachers to spontaneously use the multimedia in the foreign language teaching, taking the maximum advantage of the multimedia-assisted teaching.

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Ihnatyeva, O. S., S. M. Koval, L. V. Uskova, and M. V. Chepurna. "Innovative methods of foreign language teaching for ESP students." Bulletin of Luhansk Taras Shevchenko National University, no. 3 (341) (2021): 170–78. http://dx.doi.org/10.12958/2227-2844-2021-3(341)-170-178.

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The article deals with the problem of successful usage of foreign language teaching progressive methods for university students of technical specialties in Ukraine. The major didactic functions (cognitive, developing, research, communicative) by means of computer technologies in the learning process are determined. The effectiveness and the expediency of innovative approaches usage in the process of foreign language study to improve the quality of students’ education are analyzed. The ways of informational technology application in the system of Ukrainian higher education are characterized. The effectiveness of learning foreign languages through innovative approaches and devices is analyzed and the characteristics of modern multimedia technologies in foreign language teaching are clarified. The restructuring of high school requires not only revision and improvement of general education according to new challenges of modern society but it also requires the change of educational processes methods. According to this it is important and necessary to use multimedia educational technologies. In the process of learning, multimedia education primarily presumes the usage of videos in the work with different computer programmes as well as making special presentations on the topic given through the usage of technically oriented audio and video information. The usage of computers in the process of teaching foreign languages increases the intensity of educational process. The factor determining successful application of informational technologies is teacher’s work with scientific and methodical support. The examples of multimedia technology usage are shown. The attention is paid to the multimedia presentation, its characteristic features and peculiarities. Computers greatly empower teacher’s abilities, promotes individualized studying, students’ individual activities and allows to adapt educational process to individual characteristics of students.

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Ginting, Daniel, Teguh Sulistyo, Nining Ismiyani, Murpin Josua Sembiring, Raida Asfihana, Arfan Fahmi, Gusti Ayu Made Rai Suarniti, and Yani Sri Mulyani. "English Language Teacher’s Multimedia Knowledge in Teaching Using Technology." World Journal of English Language 12, no. 6 (July 25, 2022): 184. http://dx.doi.org/10.5430/wjel.v12n6p184.

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The present study investigates English as a Foreign Language (EFL) teacher’s multimedia knowledge and practices in remote teaching during the COVID-19 pandemic. Firstly, it focuses on determining whether some teachers' demographics (gender, nationality, academic qualification, type of institution, perceptions) correspond to teachers' multimedia knowledge. Secondly, it reveals the teacher’s practices in implementing multimedia in EFL classrooms. This present study surveyed 120 participants (Male=33 and Female=87) from Indonesia (N=108) and outside Indonesia (N=12). They answered a questionnaire to identify their demographic information and took a literacy test to examine their multimedia knowledge. The findings indicate that of the demographics, only gender correlates significantly to teacher’s multimedia knowledge. It was also found that teachers have worked hard to bridge the gaps of remote teaching by implementing multimedia regardless of the barriers they have met. It implies that multimedia should be applied not only in remote teaching but also in face-to-face and blended learning due to the power of multimedia in language learning.

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Isamukhamedova, M., and Z. Tukhtabaeva. "Integrating Multimedia Technology Into Teaching Intercultural Communication." Bulletin of Science and Practice 6, no. 4 (April 15, 2020): 428–33. http://dx.doi.org/10.33619/2414-2948/53/49.

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It is widely known that enhancement of the system of teaching foreign languages can be achieved by introducing progressive teaching methods as well as using modern teaching and information–communication technologies thus enabling them to access the achievements of the world civilization and globally available information resources, ensuring international collaboration and communication. Nowadays, culture is playing an important role in foreign language teaching and learning, therefore, a lot of researches have been done in this field in recent years. It has been recognized that a language is used as the main medium through which culture is expressed. It is believed that students are aware of language rules but are not always capable enough to use the language sufficiently as they do not have a sound knowledge of the target culture. Nevertheless, “pure information” is insight; while the development of people’s cultural understanding leads them to better critical thinking. There are ample methodologies for developing learners’ intercultural competence. The present study also seeks the ways of developing a model of blended learning course on intercultural communication.

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Sarzhanova, G., G. Smagulova, and E. Uteubaeva. "Using multimedia applications in teaching foreign language in terms of digitalization of education." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 124–25. http://dx.doi.org/10.31489/2020ped4/124-129.

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The article deals with the didactic potential and the possibilities of using educational multimedia applications in the teaching process. In the study the importance of teachers' mastering the skills of using multimedia ap-plications, as well as the knowledge of their essence and capabilities, methodological and psychological-didactic foundations of their usage is stated. The authors consider the notion and types of educational multi-media applications, peculiarities of their usage in various pedagogical scenarios. The technical support for creating multimedia applications by teachers can be represented by the special authoring software tools, that is, programs that provide opportunities for independent building of effective interactive multimedia applica-tions for non-programmers, such as Macromedia Flash, iSpring Suit, Macromedia Director, Authorware Pro-fessional, etc. Multimedia applications can be recommended for usage as a communicative component of the educational environment. The effective performance of pedagogical scenarios of multimedia usage in the ed-ucational process contributes to the development of the learner’s independence and creativity, his active posi-tion as a subject of communicative interaction.

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Ruomei, Fu, and Ma Feng. "The Use of Multimedia in Chinese Language Teaching at Binus University." Humaniora 3, no. 2 (October 31, 2012): 392. http://dx.doi.org/10.21512/humaniora.v3i2.3336.

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Article outlines how multimedia is used in the classroom in the Chinese department of Bina Nusantara University. The Binusmaya system standardizes teaching and online communication. Multimedia is an effective supplement to traditional classroom based-teaching of Chinese. Multimedia can increase the learning motivation and improve teaching efficiency. Multimedia also plays a very important role in improving classroom based-teaching of Chinese, teaching standards and enhances a closer relationship between teachers and students.

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Rakhimova, Dilrabo Pulatovna, and Shoira Hushbokovna Islomova. "ADVANTAGES OF MULTIMEDIA IN TEACHING RUSSIAN LANGUAGE." Theoretical & Applied Science 97, no. 05 (May 30, 2021): 134–36. http://dx.doi.org/10.15863/tas.2021.05.97.24.

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Hertsch, Max Florian. "Multimedia-Based Enrichment for Foreign Language Teaching." Procedia - Social and Behavioral Sciences 70 (January 2013): 615–21. http://dx.doi.org/10.1016/j.sbspro.2013.01.100.

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Yang, Zhao. "Practical Research on College English Teaching Mode Reform Based on Computer Multimedia." Security and Communication Networks 2022 (September 10, 2022): 1–9. http://dx.doi.org/10.1155/2022/7110400.

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The fastest development of technologies encourages computer multimedia-oriented education. Nowadays, information technologies create human basic abilities. College English teaching mode reform based on computer multimedia is the aim of the paper. Generally, computer multimedia technologies oriented college English education merging pictures, videos, audio, vocabulary, and animation. We described the development of multimedia in English teaching mode, applications of college English teaching, a novel model of foreign language teaching in the classroom and a computer, computerized English language teaching method TPACK design, and the latest architecture of college English language teaching based on computers in this paper. We are discussing face-to-face teaching, language lab autonomous learning room, network teaching area in multimedia, and network teaching circumstances in this paper. This paper evaluated wireless communication’s range, challenges facing college English teaching, comparative analysis of attitude, comparative analysis of curriculum, and comparative analysis of technology. We express that, from the year 2000 to the present, the technologies in wireless communications with computer multimedia are developing in the range of wireless communication.

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Akbaraliyevna, Mirzanazarova Vazira, Alimova E’zozxon Ne’matullayevna, Rahmonova Dildora Abdulxamid Qizi, and Karimova Sadoqat Abduxamidovna. "Using Videos And Multimedia In Teaching Foreign Languages For Slow Learners." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 689–94. http://dx.doi.org/10.37547/tajssei/volume03issue04-111.

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In this article shown that using video materials is of practical interest to language program designers and administrators, who want to attract slow learners to programs that will help them to learn with their needs and interests, to teachers, who would like to use pedagogical techniques that reinforce and develop slow learner’s frequency to procure foreign languages, and to learners themselves, who are facing difficulties in terms of speaking and listening.

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Gillespie, John. "Mastering Multimedia: Teaching Languages Through Technology." ReCALL 20, no. 2 (March 28, 2008): 121–23. http://dx.doi.org/10.1017/s0958344008000128.

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Yuejue, Yan, Sun Xinze, Li Bingyue, and Wang Xiaoyuan. "Construct a Teaching System Combining Image Linguistics and Multimedia Technology." Wireless Communications and Mobile Computing 2021 (April 26, 2021): 1–11. http://dx.doi.org/10.1155/2021/6699010.

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At present, the research on the theoretical system of multimedia image linguistics in my country is very limited. In order to further improve and develop the theoretical system of multimedia picture linguistics, this article extracts effective knowledge from the research results of educational technology, linguistics, psychology, and semiotics and establishes a teaching system based on image linguistics. Multimedia picture linguistics consists of three parts: structure, semantics, and pragmatics, corresponding to the artistic laws of multimedia pictures, the cognitive laws of multimedia pictures, and the humanization and naturalization of picture design. Therefore, the research in this article is an important part of establishing multimedia image linguistics. Starting from the research methods of multimedia technology and picture linguistics, this article introduces the theoretical framework and the relationship between the multimedia learning cognitive theory and Mayer’s multimedia learning cognitive theory and conducts in-depth discussion and demonstration. The thesis constructs a teaching system that combines picture linguistics and multimedia technology and makes it a language tool for developing and designing multimedia learning materials. Experiments have proved that the teaching system combining picture linguistics and multimedia technology proposed in this paper can provide a framework, ideas, and methods for the related research of multimedia picture linguistics and multimedia technology and make multimedia picture language a multimedia learning material design and development The language tools that can be followed can effectively improve the teaching effect under the background of information technology.

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Liana, F. Valieva. "Motivating students through using multimedia technologies in foreign language learning classes." Yugra State University Bulletin 11, no. 1 (December 15, 2015): 113–15. http://dx.doi.org/10.17816/byusu2015111113-115.

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In this article, the researcher defines multimedia, shows the results of two researches on multimedia, gives several variants of using multimedia techniques within classroom, and states the strength of multimedia English teaching and its effect on student’s motivation.

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Nagy, László T., and Ágnes Stóka. "Efficient language teaching software in a multimedia context." Teaching Mathematics and Computer Science 10, no. 2 (2012): 361–74. http://dx.doi.org/10.5485/tmcs.2012.0319.

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Aminova, Zebo Pulatovna. "THE NECESSITY OF MULTIMEDIA IN TEACHING RUSSIAN LANGUAGE." Theoretical & Applied Science 101, no. 09 (September 30, 2021): 731–33. http://dx.doi.org/10.15863/tas.2021.09.101.100.

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Dolzhich, E. A., S. V. Dmitrichenkova, and P. Y. Sanches. "THE USE OF MULTIMEDIA IN FOREIGN LANGUAGE TEACHING." Современные проблемы науки и образования (Modern Problems of Science and Education), no. 3 2020 (2020): 75. http://dx.doi.org/10.17513/spno.29894.

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Khamzayev Otakhon. "Use of multimedia technologies in teaching foreign language." International Journal on Integrated Education 3, no. 12 (December 9, 2020): 136–37. http://dx.doi.org/10.31149/ijie.v3i12.950.

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The article deals with the specifics of the use of Mass Media in the English language teaching process. The need to study English language in modern society is emphasized in the article; analyzed the most effective methods and approaches of the use of Mass Media in the English language teaching, such as newspaper and magazine articles, TV, radio, Internet resources, specialized educational software designed to develop the skills of different types of speech activity — oral communication, listening, reading, writing, and skills of detailed analysis of the different styles of the English language.

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Kanselaar, Gellof. "The Didactics of Foreign Language Teaching with Multimedia." Journal of Information Technology for Teacher Education 2, no. 2 (January 1993): 251–65. http://dx.doi.org/10.1080/0962029930020212.

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Matthews, E., A. Watson, J. Buckett, and T. J. Watson. "MULTIMEDIA CONFERENCING FOR REMOTE LANGUAGE TEACHING OVER SUPERJANET." Computer Assisted Language Learning 9, no. 2-3 (June 1996): 99–105. http://dx.doi.org/10.1080/0958822960090202.

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Raby, Françoise, and Jacques Baille. "A few cognitive issues in multimedia language teaching." ASp, no. 4 (July 1, 1994): 17–32. http://dx.doi.org/10.4000/asp.4131.

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Сергиевская and Irina Sergievskaya. "Multimedia Capabilities for Teaching Listening Foreign-Language Text." Modern Communication Studies 6, no. 3 (May 15, 2017): 45–48. http://dx.doi.org/10.12737/19155.

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Semantic information processing received at listening will be easier if it is accompanied by the creation of the visual image in iconic and symbolic form in the context of multimedia. Sounding information is consistently supported by opening the visual image that affects the listener with its dynamics and easy to understand. Development of symbolic-character code in the context of multimedia is required to develop automatic skill of binding the audible speech with the image. The technology of image creation is to help the listener adequately understand the meaning of the individual stories produced on the screen, put them into a single image, complete the image, and then use it as a structural model statements.

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Solomakha, Anzhelika. "APPLICATION OF DIGITAL TECHNOLOGIES FOR FORMATION OF FOREIGN LANGUAGE GRAMMAR COMPETENCE IN THE PROCESS OF EARLY LEARNING FOREIGN LANGUAGES (IN THE EXAMPLE OF THE GERMAN LANGUAGE)." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 8 (2020): 121–35. http://dx.doi.org/10.28925/2414-0325.2020.8.11.

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The methodology of teaching foreign languages is constantly looking for ways to effectively master foreign languages by primary school students. The article deals with the possibility of using digital and multimedia technologies in the process of forming foreign language grammar competence of younger students on the example of the German language. The analysis of foreign experience proved the relevance of the introduction of such technologies in the teaching process of educational institutions of all levels, but it also noted the lack of studying the method of using digital and multimedia tools in the process of forming foreign language competence of primary school students, in particular when learning grammar in German. It is considered that in modern educational development conditions it is important to take into account the features of modern students, who are digital native, and the use of digital and multimedia technologies in German lessons is a natural and understandable tool for them. Future teachers and those, who are practicing the early language teaching, need to overcome psychological barriers and doubts about the effectiveness of new tools to make digital and multimedia technology a daily practice. The article proposes digital and multimedia resources and programs that can be used in the process of forming a foreign grammar competence at different stages of grammar processing, while fully complying with the requirements of the program "Foreign Languages for General and Specialty Educational Institutions 1-4 classes" of Ukraine. The comparative analysis of online resources intended for the study of foreign languages, including German, with the existing foreign language program for the New Ukrainian School (2018), taking into account the level of foreign language communication competence at the time of graduation from 4th grade, allowed to systematize existing digital networks on the Internet and cartoon resources in accordance with vocabulary stock and vocabulary topics, which will help to apply them effectively in German lessons, to increase the motivation of younger students, to encourage an independent study of a foreign language

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Meinhof, Ulrike, and David Robey. "Multimedia systems for teaching television news." ReCALL 5, no. 8 (May 1993): 27. http://dx.doi.org/10.1017/s0958344000005413.

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In present-day language teaching the use of original news programmes received by satellite is becoming more and more important. It is a vital source of up-to-date linguistic material, and gives students a significant sense of direct contact with the country whose language they are studying. But the use of this material presents considerable difficulties. There is not much point in simply asking students to sit through television programmes in the form in which they are broadcast; they tend to fall asleep. Material has to be selected and edited, and a framework of concepts and questions must be constantly provided for purposes of study. Multi-media systems based on microcomputers provide the obvious way of doing this.

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Ращупкина and K. Rashchupkina. "Multimedia Technology in Teaching Professionally-Oriented Communication in a Foreign Language." Modern Communication Studies 4, no. 3 (June 17, 2015): 31–35. http://dx.doi.org/10.12737/11531.

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The article deals with the use of multimedia technology in teaching professionally- oriented communication in a foreign language in a higher educational institution.The author thoroughly describes the advantages of multimedia in studying process, touches upon the information and communication technology within the framework of contemporary educational paradigm, underlines the importance and topicality of use of multimedia in language education. Such kinds of problem search tasks as hot list and web-quest are considered within the competence approach. The author gives different kinds of methods and technology of foreign (English) language teaching in a higher educational institution with the help of multimedia, offers internet-resourses for language education.

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Matthews, Elizabeth. "Language learning using multimedia conferencing: the ReLaTe project." ReCALL 10, no. 2 (November 1998): 25–32. http://dx.doi.org/10.1017/s0958344000003712.

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The article provides a description of the ReLaTe (remote language teaching) project, to develop a working demonstrator using a multicast-based conferencing system (Mbone service), for distance foreign language tuition. It covers aspects of technical development for applications over SuperJANET and gives an overview of the trials and evaluation, including how students and teachers adjusted to the system; the advantages and drawbacks of the system; how the system affected learning and teaching in the context of acquisition and delivery of foreign languages. The ReLaTe project is a joint research project between the University of Exeter and University College London, involving the Foreign Language Centre and IT Services (Pallas) at Exeter and the Language Centre and the Department of Computer Science at UCL. The project began in September 1994, with funding from BT and JISC (Joint Information Systems Committee) of the Higher Education Council of the UK. mis article covers the work of the project from September 1994 until December 1995.

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Jiang, Tingting. "Research and Analysis on Japanese Teaching Mode of Online Education under Multimedia Network Environment." Mobile Information Systems 2022 (October 5, 2022): 1–11. http://dx.doi.org/10.1155/2022/4821034.

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Japanese is among the international languages in extreme demand in the modern education system. There is a technological revolution in language learning, with blended learning (BL) in the classroom and online resources offering the possibility of autonomous learning education. The advancement of Information Communication Technology (ICT) and the development of the Internet, predominantly the Web, has transformed the way students get curriculum materials in online environments. Teaching Japanese languages has experienced crucial changes with multimedia technologies aimed at simulating a native-speaking environment in audition and oral communication. Evaluating student readiness for online learning is the beginning point for online course design using the multimedia network. Hence, this paper proposes the Multimedia Network-assisted Online Japanese Language Teaching Method (MN-OJLTM) to enhance student engagement in the online learning environment. This study identifies probabilities for better incorporation of technology and Japanese language learning and learners’ interest and desires via tactical education of Japanese online courses. This paper examines the role and influence of an intelligent learning environment of ICT multimedia in Japanese education. Experimental outcomes show that the suggested MN-OJLTM method enhances the accuracy of usage and Japanese language students’ fluency and expression in writing and speaking. The simulation outcomes demonstrate that the proposed MN-OJLTM method improves student learning ability ratio by 98.4%, language fluency level by 96.2%, performance ratio by 97.5%, student engagement ratio by 95.6%, and efficiency ratio by 97.9% compared to other popular methods.

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Neelam. "Use of Multimedia in Punjabi Learning System Design." Issues and Ideas in Education 6, no. 2 (September 3, 2018): 183–89. http://dx.doi.org/10.15415/iie.2018.62013.

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In this technology era, students are becoming more efficient in coursework because of a better understanding of the subject materials due to the availability of multimedia packages that make teaching-learning an interesting process. In India, the scope of regional languages is limited only to their regions. Hence, more emphasis has been put on the use of Multimedia to develop the mother tongue. The development of instructional material using Multimedia in the Punjabi Language will help the teachers to procure and use these packages in classroom teaching, to make teaching interesting. Also, this will help the teachers to make a shift from traditional methods of teaching to new computerized methods. Due to this, students will able to retain the concepts for a long time as these methods have proved very effective in other courses too. Furthermore, films and print media also have a great contribution towards the technical teaching of these languages to promote the usage of regional languages at the National and International Level.

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Zhu, Xiaodong, and Fen Huang. "Language Intelligence Development of English Multimedia Teaching considering Collaborative Filtering Topic Search Algorithm." Advances in Multimedia 2021 (December 10, 2021): 1–7. http://dx.doi.org/10.1155/2021/2120993.

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With the opening up of our country, English has become one of the necessary skills for foreign communication. Traditional English teaching can no longer meet the needs of learning. It is necessary to introduce computer, multimedia, and other technologies to supplement students to improve students’ autonomous learning ability and learning interest. This is extremely important for the evaluation of English multimedia teaching. Based on the collaborative filtering topic search algorithm, this article tries to sort out the influence of English synthesis and English specialization on the development of language intelligence for English multimedia teaching and analyzes and promotes the improvement of students’ interest in learning English and the improvement of classroom self-learning awareness. The results of simulation experiments show that the collaborative filtering topic search algorithm is effective and can support the development of language intelligence in English multimedia teaching.

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Al-Ajmi, Najla'a H., and Zainab Aljazzaf. "Factors Influencing the Use of Multimedia Technologies in Teaching English Language in Kuwait." International Journal of Emerging Technologies in Learning (iJET) 15, no. 05 (March 13, 2020): 212. http://dx.doi.org/10.3991/ijet.v15i05.12277.

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The way of learning and teaching has been improved and the term of learning is developed. Generally, many researchers try to identify the important factors that affect the usage of multimedia in teaching and learning. However, there are few studies in this area specifically in Kuwait. Therefore, this study comes to fill this gab and identify the factors that influence the usage of multimedia technologies in teaching English language in Kuwait. Consequently, a research model is developed. To evaluate the proposed model, questionnaire is developed and the empirical data is collected and analyzed. The results reveal that there are seven factors that have an impact in using multimedia in teaching English subject, which are: facilitation, motivation, performance, behavioral, social, pedagogical, and effort factors. Moreover, the study proves that instructors have positive perceptions of multimedia technologies, but still need more supplements and supports.

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Nobre, Ana Maria de Jesus Ferreira. "Multimedia technologies and online task-based foreign language teaching-learning." Tuning Journal for Higher Education 5, no. 2 (May 31, 2018): 75–97. http://dx.doi.org/10.18543/tjhe-5(2)-2018pp75-97.

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Teaching and learning a foreign language at a distance implies many challenges, namely regarding oral skills. At Universidade Aberta (the Portuguese Open University), and taking into account its virtual pedagogical model (Pereira, 2007) and the Common European Framework of Reference for Languages (Alves, 2001), we suggest curricular paths which include online communicative practices, both oral and written, within the present pedagogical offer, following a student-centred, task-oriented approach. Thus, in this text, we share some examples of training activities in German, French and English, focusing on oral practice, and based on digital resources. These digital resources comprise multimedia materials, either produced by the teachers or the students, as well as other materials available on the web 2.0. Our teaching and research practice within the field of foreign languages and in e-learning, in particular, leads us to conclude that the multimedia resources used are suitable for the online teaching and learning of foreign languages (see third question of questionnaire), especially for professionally engaged adults, as is the case with Universidade Aberta’s students, providing them with real-life situations that foster the teaching-learning of languages in the virtual environment. We include responses to a questionnaire survey filled out by a group of students.Received: 09 May 2018Accepted: 28 May 2018Published online: 31 May 2018

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Gao, Siyi. "Developing PowerPoint Standards for Teaching Chinese as a Foreign Language." Journal of Language Teaching and Research 11, no. 1 (January 1, 2020): 1. http://dx.doi.org/10.17507/jltr.1101.01.

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As we live in a time when standards, frameworks, and benchmarks are becoming increasingly prominent, it makes sense that some sort of teacher technology standards would be desirable. Standards on the state or national levels call for the integrating of multimedia into teaching, but there are not clear guidelines illustrating how integrating a technology into the classroom should be accomplished. Nor is there an evaluation system in place to ensure that teachers possess the multimedia skills and knowledge required in teaching. It is thus important to devise a set of teacher technology standards as a resource for teachers as they attempt to integrate multimedia into their curricula. Therefore, this study provided a set of guidelines and standards for evaluating PowerPoint presentations for use in language teaching to provide more support to language teachers at the institutional level. In this article, four case studies of PowerPoint presentation in Chinese language teaching sample slides are explored to show how the devised standard guidelines and a score assessment system can be used to evaluate the effectiveness of a presentation and thus to help language instructors to develop their skills in making PowerPoint Presentations and improving teaching effectiveness. A proposed teacher PowerPoint standards were developed based on the author’s personal experience teaching Chinese using multimedia in classrooms in China, Europe and America will also be shared in this case study.

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Nykyforenko, I. V. "MULTIMEDIA IN MASTERING FOREIGN DISCOURSE COMPETENCE." Writings in Romance-Germanic Philology, no. 2(47) (January 15, 2022): 155–63. http://dx.doi.org/10.18524/2307-4604.2021.2(47).245953.

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The given article is dedicated to the study of a relevant issue of modern methodology, namely – the use of innovative multimedia technologies in the acquisition of foreign discourse competence in order to increase motivation to learn a foreign language. Today leading universities are constantly increasing the use of multimedia tools in the study of foreign languages, because this technique in teaching foreign languages has proved to be a promising area, because it allows to control students’ learning activities with high accuracy and objectivity, providing constant feedback. New multimedia tools that use audio-visual format provide opportunities that traditional printed textbooks cannot provide. The article considers multimedia technologies (also used in online learning) as an important source of cognitive activity of students, the development of their creative abilities, interests, skills and abilities in mastering foreign discourse competence. There are now a large number of tools that can support online learning of German as a foreign language. The lessons conducted with the active use of multimedia resources provide an opportunity to use different learning platforms, through which traditional classes are expanded in the phases in which German is studied with the support of digital multimedia. We consider the current situation of introducing multimedia into modern education, based on which the prospects of modern teaching of German as a foreign language are formulated, as well as advice on learning that develops German students both discourse and linguistic as well as cultural competences. Thus, multimedia technologies provide optional help, which makes it possible to compensate for the individual deficit of competencies.

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Tymoschuk, N. M. "MULTIMEDIA IN TEACHING FOREIGN LANGUAGES." Innovate Pedagogy 2, no. 24 (2020): 136–39. http://dx.doi.org/10.32843/2663-6085/2020/24-2.27.

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Lin, Ching-Ying, and Cuan-Min Wu. "The Impact of Multimedia Materials Teaching on EFL Elementary School Learners." Studies in English Language Teaching 8, no. 2 (May 29, 2020): p110. http://dx.doi.org/10.22158/selt.v8n2p110.

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Nowadays, it is hard for EFL students to learn a foreign language well because of the learning environment and limited teaching materials. Therefore, if we are willing to create a successful foreign language learning classroom, the use of multimedia will be very important. Besides, learning with multimedia has become the latest tendency among the education field. For instance, many researches and professionals all approve that various materials of multimedia learning can make the learning more productive, impressive, abundant, and memorable. In this research, multimedia materials were constructed by video clips. Furthermore, after adopting multimedia materials, some findings showed that multimedia-material teaching can strongly increase the vocabulary acquisition in a short period of time. In addition, students can learn not only by spelling and images, but also by vivid of video clips presentation and sounds to make connections to their daily life. Furthermore, through the interect program, their learning motivation is higher than the traditional teaching styles. Students get more positive learning attitude and their self-efficacy all been improved. Therefore, multimedia-material teaching can make learners learning more productive, abundant and efficient; therefore, using multimedia-material teaching will be one of the important teaching materials that can be applied in the classroom.

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Karpova, O. O. "Peculiarities of implementation of mobile learning of foreign languages at the economic university." CTE Workshop Proceedings 4 (March 21, 2017): 93–99. http://dx.doi.org/10.55056/cte.332.

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The aim of the study is to improve the process of teaching a foreign language using multimedia tools in general, and mobile learning in particular. The objectives of the study are the analysis of modern forms, methods and tools of teaching a foreign language with ICT tools, their selection and experimental study of their effectiveness. The object of the research is the process of teaching a foreign language to students of economic specialties. The subject of the research is the use of ICT tools in students’ study and research work. The following methods of research have been used: testing, questionnaires, experimental research, interviews and consultations. The analysis, generalization and systematization of researches on the problem of teaching a foreign language at higher educational establishments with the use of multimedia tools have been made as well as the experimental implementation of multimedia technologies along with mobile learning to teaching a professionally-oriented foreign language has been conducted. The results of the study are planned to be published to implement mobile learning in teaching a foreign language to future economists.

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Astuti, Eka Puji. "The Design of Multimedia in Storytelling." ETERNAL (English Teaching Journal) 13, no. 2 (August 17, 2022): 174–86. http://dx.doi.org/10.26877/eternal.v13i2.12226.

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Learning and teaching a foreign language needs a lot of patience, energy, time, creativity, and competence. The success of the teaching and learning of foreign language skills including English is determined by several factors such as students, teachers, teaching methods, techniques, and instructional Multimedia. English teaching Multimedia is very important for the teacher to help students acquire a new concept of the skills and language competencies. This study made use of the qualitative method. The researcher used Educational Research and Development cycle from Borg and Gall (2007) which is adjusted into five steps, namely (1) research and information gathering, (2) planning, (3) preliminary product development, (4) preliminary field testing, and (5) primary product revision. There are still many fascinating discussions that might be interesting to find out the real situation in the implementation of Multimedia in English language teaching, especially in storytelling. This study which was conducted by the students of SMK Mitra Karya Mandiri Ketanggungan-Brebes is intended to figure out how the use of Multimedia in English language teaching to the first levels. The study employed a case study research design. The researcher collected the literature review, distributed questionnaires to the students, and interviewed one of the English teachers. After collecting the literature review, the researcher first distributed the questionnaires to the students. The respondents to the questionnaires were 30 students. The result of the research shows that digital storytelling can be built up to teach narrative. The purpose of the medium must be communicative and attractive to the students. Equally, for the students, they are interested in using digital storytelling to learn about narrative. Hence, digital storytelling is designed to help students in all competencies, such as reading, speaking, listening, writing, and the vocabulary teaching-learning process.

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Kostykova, I. I. "TEACHER PREPARATION: METHODS OF TEACHING MULTIMEDIA TECHNOLOGIES." Educational Dimension 28 (December 20, 2010): 265–71. http://dx.doi.org/10.31812/educdim.7178.

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Yuan, Fang. "An English-language Multimedia Teaching Model Based on Krashen’s Theory." International Journal of Emerging Technologies in Learning (iJET) 13, no. 08 (August 30, 2018): 198. http://dx.doi.org/10.3991/ijet.v13i08.9051.

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Traditional English teaching practice often centers on the teacher and implements the teaching mode of “exemplifying by the teacher-answering by students-evaluating by the teacher”. This inflexible teaching mode fails to fully exert student’s subjective function; at the same time, due to the lack of necessary guidance and help from teachers, students are more likely to suffer from learning burnout and low self-confidence. With this regard, an English multimedia teaching mode was proposed in this study based on Krashen’s “Language Input Theory”. The theory is characterized by emphasizing the analysis of English language learning from the perspectives of “acquisition” and “learning”, advocating “understanding” of knowledge and using student-centered teaching methods. In this study, Krashen’s theory was combined with interactive learning methods and multimedia information technology to form an English teaching mode focused on “teacher-student”, “student-student” and “student-computer” interactions and build an “in class- after class” and “online-offline” English learning environment. This mode was practically applied in the teaching of “College English” at Hohai University in Jiangsu Province, China. The results show that the English multimedia teaching mode based on Krashen’s theory is more effective than the traditional teaching mode in improving students’ interest and self-confidence in learning.

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Ni, Danlie. "Design and Research on English Listening Teaching Assisted by Computer Multimedia." International Journal of Emerging Technologies in Learning (iJET) 12, no. 01 (January 31, 2017): 32. http://dx.doi.org/10.3991/ijet.v12i01.6053.

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this paper mainly introduces the theoretical basis, principle and design theory of listening teaching of foreign language assisted with computer multimedia, analyzes the demand of English listening teaching assisted by computer multimedia in one school, collects and analyzes questionnaire carefully and understand the situation of English listening teaching in this school. Explore the practice of English listening teaching assisted by computer multimedia in one school, relating to material selection and teaching strategy of English listening teaching, at the same time; analyze the practice results of English listening teaching assisted by computer multimedia in this school. Sort out and analyze the collected data, attain the results of this exploration and propose suggestions for problems existed in English listening teaching assisted by computer multimedia.

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Guo, Fang, and Xin Rui Wu. "The Application of Multimedia Technology in College English Reading Teaching---A Survey Based on Language Learning Strategies." International Journal of English Language Teaching 6, no. 2 (June 29, 2019): 27. http://dx.doi.org/10.5430/ijelt.v6n2p27.

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This study investigates the application of multimedia in college English reading teaching in Beijing University ofAgriculture based on language learning strategies. The study finds out that although with the assistance ofmultimedia technology the current College English reading teaching works well in arousing students’ interest inreading and mobilizing students’ memory strategies in the classroom, there are still many drawbacks in the currentMultimedia-assisted College English reading teaching. This study points out the drawbacks of multimedia teachingfirst and then proposes corresponding solutions meaning to arouse teachers’ reflection on multimedia Englishteaching mode and enhance the effective use of multimedia technology in English classroom.

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Zhang, Hongshun. "Computer Multimedia-Oriented Chinese Language and Literature Distance Teaching System." Wireless Communications and Mobile Computing 2022 (September 5, 2022): 1–8. http://dx.doi.org/10.1155/2022/8231585.

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The traditional Chinese language and literature distance teaching system has the problem of incomplete instruction recognition function, which leads to the slow connection speed of the system. This paper designs a computer multimedia Chinese language and literature distance teaching system. For the hardware part, strain gauge and sensor are combined, connected to VCC through 10 K ohm pull-up resistance, and connected to other components. The software part obtains the expression form of Chinese language and literature; formulates the training target, according to the antimonotone characteristics of the support degree; adopts the association rule algorithm to build the remote teaching system database, combined with the client to parse the signaling message; and designs the software instruction recognition function by using the computer multimedia technology. Experimental Results. The average connection speeds of the Chinese language and literature distance teaching system in this paper and the other two kinds of Chinese language and literature distance teaching system are 8.737 s, 13.140 s, and 13.156 s, respectively, which proves that the performance of the Chinese language and literature distance teaching system combined with computer multimedia technology is more perfect.

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Varricchio, Andrea. "Teaching Communications, Cultures, Connections, Comparisons, and Communities with Multimedia: A University-Middle School Service-Learning Project." LETRAS, no. 44 (July 22, 2008): 149–65. http://dx.doi.org/10.15359/rl.2-44.7.

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Se describe el uso de tecnología en forma de presentaciones de multimedia para facilitar la enseñanza de las Normas para el Aprendizaje de una Lengua Extranjera del Concilio Americano para la Enseñanza de Lenguas extranjeras. Las normas abarcan las comunicaciones, las culturas, las conexiones, las comparaciones y las comunidades. El estudiantado universitario aprende a crear, con multimedia, presentaciones sobre un tema cultural en la lengua meta. El componente de aprendizaje por servicio comunitario se fundamenta en las presentaciones creadas para estudiantes de colegio, quienes tienen acceso a las presentaciones en un sitio web de la universidad.A description is provided of how the use of technology in the form of multimedia presentations enhances the teaching of the Five C Standards for Foreign Language Learning of the American Council on the Teaching of Foreign Languages: communications, cultures, connections, comparisons, and communities. University students learn to create multimedia presentations on a cultural topic in the target language. The service-learning component provides the multimedia presentations for middle-school students who access them from the university website.

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Kornum, Lis. "Foreign Language Teaching and Learning in a Multimedia Environment." CALICO Journal 10, no. 3 (January 14, 2013): 65–76. http://dx.doi.org/10.1558/cj.v10i3.65-76.

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This paper will describe my experiences and the subsequent evaluations of a number of case studies showing various applications of software and multimedia in the language classroom and in interdisciplinary projects. One aim has been to integrate various types of courseware, such as dedicated packages and authoring programs, along with other electronic media like interactive video and audio, CD-ROM, electronic mail, databases, satellites etc. in the curriculum of secondary and further education. Another aim has been to train both students and teachers in the organization of information retrieval and the exploitation of multimedia, and to evaluate the pros and cons of the new teaching and learning methodologies that emerge as a consequence of these strategies.

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Poe, Stephen E. "SELF-LEARNING: CD-ROM INSTRUCTION AND AUTHORING." HortScience 31, no. 3 (June 1996): 325e—325. http://dx.doi.org/10.21273/hortsci.31.3.325e.

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A fundamental concern of agricultural education is innovation within the teaching process. In dealing with high technology, increasing subject complexity, and rising costs, educators (including plant managers and training personnel) must look to alternative methods of training and teaching. Educational multimedia software can effectively present a new dimension to traditional computer-assisted instruction (CAI) by adding sound, animation, high-resolution graphics, and live-action video. Multimedia software is not difficult to program; however, the ease of programming depends on the authoring language or languages that are used. A traditional language such as C++ can take extended periods of time to program, possibly hours per minute of program. A program developed specifically for multimedia development can facilitate the interactions between sound, videos, and animation more readily, and reduce the programming time required significantly. The use and development of multimedia software using Toolbook (Asymetrix Corp.) will be presented with copies of the developed software available.

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Akmalovna, Valiyeva Shahlo. "Developing The Concept Of Multimedia As Educational Aid In Teaching English Language At Elementary Schools." American Journal of Social Science and Education Innovations 02, no. 12 (December 28, 2020): 219–22. http://dx.doi.org/10.37547/tajssei/volume02issue12-39.

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Chen, You. "The Application of Multimedia Computer Assisted Language Learning in English Teaching." Advanced Materials Research 926-930 (May 2014): 4634–37. http://dx.doi.org/10.4028/www.scientific.net/amr.926-930.4634.

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Multimedia computer assisted English learning has been widely used with the development of information technology. This new technology has many advantages in improving the students’ learning efficiency and teachers’ quality. In this article, the applications of multimedia computer assisted language learning in English teaching such as phonetic teaching, conversation presentation, text presentation, background introduction and practice strengthening are analyzed. The possible problems in English teaching and countermeasures are also introduced.

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Wang, Hui. "A Survey of Multimedia-Assisted English Classroom Teaching Based on Statistical Analysis." Journal of Mathematics 2022 (March 11, 2022): 1–11. http://dx.doi.org/10.1155/2022/4458478.

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With the promotion of information technology and education reform, multimedia classroom teaching, which has distinctive teaching characteristics, rich teaching resources, and vivid teaching forms, has been widely used in different classrooms, especially in English classrooms. However, there are still some problems in the application of multimedia-assisted instruction, and much work so far has focused more on language input (vocabulary, listening, and reading) of multimedia-assisted instruction, but there is limited empirical research on output (especially writing) of it. Therefore, from the perspective of statistical analysis, this empirical study investigates the effectiveness of multimedia-assisted English classroom teaching from the detailed aspects like preferred teaching activity, understanding key and difficult points, and overall performance and then formulates a multimedia writing teaching model in order to improve students’ writing performance. The result shows that multimedia teaching does have superior advantages and the model enhances students’ interest and scores in writing.

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Ortikova, Sabina Abdufattoh kizi, and Nodirbek Amondillaevich Bakhramov. "THE ROLE OF MULTIMEDIA IN TEACHING THE RUSSIAN LANGUAGE." Theoretical & Applied Science 114, no. 10 (October 30, 2022): 86–89. http://dx.doi.org/10.15863/tas.2022.10.114.16.

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Journal articles on the topic 'Multimedia in language teaching'

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