WHAT IS MULTIMEDIA AND USE OF MULTIMEDIA IN CALL CLASSROOMS
Introduction
Computer-assisted language learning (CALL) is a form of computer-based learning which carries two important features:
individualized learning and bidirectional (interactive) learning.
It is not a method but a tool that helps teachers to facilitate language learning process. CALL materials are materials for learning. The focus of CALL is learning, and not teaching. It is a form of student-centered learning materials, which promote self-paced accelerated learning. CALL is not a software application, but rather courseware that is designed specifically for language learning for a specific group of learners.
CALL materials
v CD ROM based or
v WEB based
Are used as a:
v Tutor (language drills, skills practice)
v Stimulus (discussion, interaction)
v Tool (writing, research)
v Behaviouristic (50’s___60’s/main frame dominant)
v Communicative (70’s___80’s/micro computers)
v Integrative (1990’s___today/Multimedia ___CD ROM & hypermedia
Internet ____direct/inexpensive communication with peers &native speakers ______1-to-1, many to many communications)
MULTIMEDIA
The term "multimedia" was coined by Bob Goldstein in July 1966.In common usage, the term multimedia refers to an electronically delivered combination of media including video, still images, audio and text in such a way that can be accessed interactively. Much of the content on the web today falls within this definition as understood by millions. Some computers which were marketed in the 1990s were called "multimedia" computers because they incorporated a CD-ROM drive, which allowed for the delivery of several hundred megabytes of video, picture, and audio data.
It can also be said an INTEGRATION of CONTENT(culture +literature+ language) and MATERIALS(CALL+ e-books +internet)
Two categories of multimedia — linear and nonlinear. Linear multimedia tools generally progress from one screen to the next, used as a supplementary teaching aid and do not require active participation. On the other hand, nonlinear multimedia tools (those that include hyperlinks) offer viewers interactivity, control of progress, and choice in their construction of knowledge. Learners benefit from retrieving information in the nonlinear fashion that hypertext allows, as it helps them develop complex and rich schemata and enables them to use their knowledge in a flexible manner.
Multimedia represents the convergence of text, pictures, video and sound into a single form. The power of multimedia and the Internet lies in the way in which information is linked. Multimedia and the Internet require a completely new approach to writing. The style of writing that is appropriate for the 'on-line world' is highly optimized and designed to be able to be quickly scanned by readers.
Why use multimedia in language classroom
Variety
Multimedia is exciting, frequently combining text, photographs and pictures, animation, audio and video clips. It can provide variety in presenting and practicing new language.
Multimedia is exciting, frequently combining text, photographs and pictures, animation, audio and video clips. It can provide variety in presenting and practicing new language.
Motivation
Many students are motivated by using CD-ROMs and enjoy a technological component in their language course.
Many students are motivated by using CD-ROMs and enjoy a technological component in their language course.
Learner-centered-approach
Students have an element of choice which may not exist in the traditional classroom - for instance, whether to listen to a piece of language three or four times or more. They often work through the material in ways which match their preferred learning style, and can study at their own pace. Lower level learners and more introverted students can practice their pronunciation in a "safe" environment, without fear of making mistakes in front of their classmates.
Students have an element of choice which may not exist in the traditional classroom - for instance, whether to listen to a piece of language three or four times or more. They often work through the material in ways which match their preferred learning style, and can study at their own pace. Lower level learners and more introverted students can practice their pronunciation in a "safe" environment, without fear of making mistakes in front of their classmates.
Learner independence
Making computers available can encourage students to do extra work outside the classroom, play language games and, hopefully, gain extra exposure to the language and improve their progress in the language.
Authenticity
Video clips and texts can provide exposure to real-world language, which in turn can motivate students.
Video clips and texts can provide exposure to real-world language, which in turn can motivate students.
Technology
The search facility on internet is fast; electronic dictionaries reveal amazing facts about our language, enabling teachers to set language research tasks.
The search facility on internet is fast; electronic dictionaries reveal amazing facts about our language, enabling teachers to set language research tasks.
Computer projectors, also called beamers, are falling in price; lap-top computers are both portable and powerful, and a new dimension can now be added to language classes more easily.
How to use multimedia in language classroom
How multimedia is used depends on a number of factors, such as the layout of the room and how many computers are available to your class. Sometimes there is one which is available to the teacher, or in the corner of the classroom. Some classrooms are organized into clusters of tables. More probably, there is a self access room available, which a teacher can book for a lesson, and the computers are arranged in rows or around the sides of the room.
There are many ways of using multimedia in language teaching, either integrated into a lesson or for self study. Here are some ideas:
Presentation of new language
Using a computer projector, the teacher can project the computer screen so the whole class can watch a presentation. Adding the power of multimedia to a class can make the presentation of new language memorable. You need only the one computer! Clicking on objects on the screen of Oxford Interactive Word Magic CD-ROM, for example, enables primary learners to see and hear new vocabulary items. The teacher can then move on to storytelling with younger learners, using the on-screen animated stories to reinforce language points.
Using a computer projector, the teacher can project the computer screen so the whole class can watch a presentation. Adding the power of multimedia to a class can make the presentation of new language memorable. You need only the one computer! Clicking on objects on the screen of Oxford Interactive Word Magic CD-ROM, for example, enables primary learners to see and hear new vocabulary items. The teacher can then move on to storytelling with younger learners, using the on-screen animated stories to reinforce language points.
Project work
Try setting learner research tasks, such as building vocabulary fields or exploring the meaning of phrasal verbs. The Oxford Advanced Learner's Dictionary CD-ROM works well for this. The fact that you can print out definitions means teachers can create exercises for pasting onto cards or copying into a worksheet, and thus support other classroom activities. With learners moving to the computer in short bursts, then reporting back their findings, multimedia can be woven seamlessly into a lesson plan.
Try setting learner research tasks, such as building vocabulary fields or exploring the meaning of phrasal verbs. The Oxford Advanced Learner's Dictionary CD-ROM works well for this. The fact that you can print out definitions means teachers can create exercises for pasting onto cards or copying into a worksheet, and thus support other classroom activities. With learners moving to the computer in short bursts, then reporting back their findings, multimedia can be woven seamlessly into a lesson plan.
Multi-tasking
Taking the learners into a self access room and allowing them to work at their own pace, while the teacher offers support and guidance as and when necessary, allows learners to study something which is challenging for them individually.
Taking the learners into a self access room and allowing them to work at their own pace, while the teacher offers support and guidance as and when necessary, allows learners to study something which is challenging for them individually.
Assigning self study
CD-ROMs can be truly learner-centered. Assigning different tasks to learners for self-study can give each student learning experiences specific to their needs and level.
CD-ROMs can be truly learner-centered. Assigning different tasks to learners for self-study can give each student learning experiences specific to their needs and level.
Pronunciation practice
On the Oxford Interactive American Word power, Oxford Advanced Learner's Dictionary and the Oxford Interactive Study Dictionary of Business and Computing English you can hear and practice the pronunciation of a word. The stress pattern is modeled, allowing students to listen to words they find difficult to pronounce. There is a facility to listen to a model, then attempt to repeat it by recording your own voice, comparing what you say with the original. This activity is ideally done alone.
On the Oxford Interactive American Word power, Oxford Advanced Learner's Dictionary and the Oxford Interactive Study Dictionary of Business and Computing English you can hear and practice the pronunciation of a word. The stress pattern is modeled, allowing students to listen to words they find difficult to pronounce. There is a facility to listen to a model, then attempt to repeat it by recording your own voice, comparing what you say with the original. This activity is ideally done alone.
Relaxing in the language
Many teachers would agree that learning and having fun are often linked. Giving learners the opportunity to play language games on CD-ROM encourages them to go into the self access room in their free time. The crosswords on the Oxford Advanced Learner's Dictionary CD-ROM are an excellent example of a useful language activity. Primary learners will enjoy the making faces on Let's Go CD-ROM, or matching the picture to the word on the Oxford Interactive Word Magic CD-ROM.
Many teachers would agree that learning and having fun are often linked. Giving learners the opportunity to play language games on CD-ROM encourages them to go into the self access room in their free time. The crosswords on the Oxford Advanced Learner's Dictionary CD-ROM are an excellent example of a useful language activity. Primary learners will enjoy the making faces on Let's Go CD-ROM, or matching the picture to the word on the Oxford Interactive Word Magic CD-ROM.
Learning to learn
Time is frequently devoted on courses to showing learners how they could continue with their studies away from the classroom. Using CD-ROMs during a 'Learning to Learn' session can show the benefits of multimedia. Using the Oxford Interactive Dictionary of Business and Computing English can enable business learners to build their own word -field, for instance. Typing in their key word (e.g. insurance) brings up useful collocations.
Time is frequently devoted on courses to showing learners how they could continue with their studies away from the classroom. Using CD-ROMs during a 'Learning to Learn' session can show the benefits of multimedia. Using the Oxford Interactive Dictionary of Business and Computing English can enable business learners to build their own word -field, for instance. Typing in their key word (e.g. insurance) brings up useful collocations.
Developing language skills
Multimedia offers opportunities for learners to work on improving language skills such as listening and reading.
Multimedia offers opportunities for learners to work on improving language skills such as listening and reading.
Help with listening
Multimedia offers great opportunities to improve a particular language skill, such as listening. Using Window on Britain CD-ROM, students can receive extra exposure to language through watching and listening to the video clips, then answering the questions on the CD-ROM. Having the questions on screen as well as the 'window' for watching the video can make it easy for students to work through the material and assimilate information. Students can repeat this type of exercise as often as they need.
Multimedia offers great opportunities to improve a particular language skill, such as listening. Using Window on Britain CD-ROM, students can receive extra exposure to language through watching and listening to the video clips, then answering the questions on the CD-ROM. Having the questions on screen as well as the 'window' for watching the video can make it easy for students to work through the material and assimilate information. Students can repeat this type of exercise as often as they need.
Help with reading
Users of the Oxford Genie can look up the meanings words on a web-page or e-mail message by simply moving their mouse over the text. They can then click in the Genie window to hear the pronunciation of each word. So learners have the opportunity to read and listen at the same time. This innovative and exciting software transforms the web-page or e-mail into a rich reading environment, and is invaluable for Business English students who need to read on-screen texts.
Users of the Oxford Genie can look up the meanings words on a web-page or e-mail message by simply moving their mouse over the text. They can then click in the Genie window to hear the pronunciation of each word. So learners have the opportunity to read and listen at the same time. This innovative and exciting software transforms the web-page or e-mail into a rich reading environment, and is invaluable for Business English students who need to read on-screen texts.
Help with writing
The Oxford Genie can help learners with writing using applications such as Microsoft Word or Power point. Learners can check meaning and spelling while working on a document. Using the Dictionary of Collocations, which is part of the Oxford Phrase builder Genie, students can search for alternative expressions. For example, by looking up the word 'sales', business students preparing a presentation can find a bank of native-speaker expressions such as: healthy sales, high sales, huge sales, massive sales etc. which they can use to help enrich their presentation.
The Oxford Genie can help learners with writing using applications such as Microsoft Word or Power point. Learners can check meaning and spelling while working on a document. Using the Dictionary of Collocations, which is part of the Oxford Phrase builder Genie, students can search for alternative expressions. For example, by looking up the word 'sales', business students preparing a presentation can find a bank of native-speaker expressions such as: healthy sales, high sales, huge sales, massive sales etc. which they can use to help enrich their presentation.
Exam practice
Thousands of learners regularly take examinations such as FCE. They are keen on getting further practice in exam technique, and the Oxford Interactive Wordpower English in Use CD-ROM provides an ideal means to gain such practice through reading comprehension questions and vocabulary-building exercises. Students using this CD-ROM also have access to the complete Oxford Word power Dictionary.
Thousands of learners regularly take examinations such as FCE. They are keen on getting further practice in exam technique, and the Oxford Interactive Wordpower English in Use CD-ROM provides an ideal means to gain such practice through reading comprehension questions and vocabulary-building exercises. Students using this CD-ROM also have access to the complete Oxford Word power Dictionary.
Topic work
Although not normally associated with fluency, presenting information before a discussion topic can be done in new and exciting ways through using multimedia. There is a wealth of cultural information on Window on Britain CD-ROM and the Oxford Guide to British and American Culture CD-ROM, which could be used in this way. It is of interest to monolingual groups studying abroad, as well as multi-lingual classes in the UK.
Although not normally associated with fluency, presenting information before a discussion topic can be done in new and exciting ways through using multimedia. There is a wealth of cultural information on Window on Britain CD-ROM and the Oxford Guide to British and American Culture CD-ROM, which could be used in this way. It is of interest to monolingual groups studying abroad, as well as multi-lingual classes in the UK.
Vocabulary expansion
There are many vocabulary exercises available on CD-ROMs. The collocation exercises on the Oxford Genie for instance are both challenging and fun. The latest range of multimedia dictionaries contain activities and interactive diagrams which encourage learners to explore meaning and by doing so, enrich and expand both their active and receptive vocabulary.
There are many vocabulary exercises available on CD-ROMs. The collocation exercises on the Oxford Genie for instance are both challenging and fun. The latest range of multimedia dictionaries contain activities and interactive diagrams which encourage learners to explore meaning and by doing so, enrich and expand both their active and receptive vocabulary.
Consolidation
Learners need to review language; re-presenting recently met language through multimedia helps students consolidate what they have learnt in a previous lesson. Using discs in the Headway CD-ROM series can provide invaluable extra support for low level learners, which is vital for beginner and elementary students.
Learners need to review language; re-presenting recently met language through multimedia helps students consolidate what they have learnt in a previous lesson. Using discs in the Headway CD-ROM series can provide invaluable extra support for low level learners, which is vital for beginner and elementary students.
Why do I think multimedia usage can be instrumental in today’s language classroom
1.Multimedia projects motivate students to participate.
2. Multimedia projects integrate all the language arts -- reading, writing, listening, and speaking across curricular areas.
3. Multimedia projects build collaboration skills for students.
4. Multimedia projects create real reasons for reading, writing, and revising communication .
3. Multimedia projects build collaboration skills for students.
4. Multimedia projects create real reasons for reading, writing, and revising communication .
5. Multimedia projects give students a larger audience than the teacher and the classroom.
6. Multimedia projects require students to analyze sources and think about evidence in new ways.
7. Multimedia projects lead teachers to think about their students, classes, and lessons in new ways. Reflection and revision of teaching strategies naturally evolve with the projects.
8. Multimedia projects require higher order thinking and problem-solving skills. These projects promote non-linear thinking and give divergent learners a chance to shine in the classroom.
9. Multimedia projects move teachers from the role of lecturer and classroom authority and into the role of learning coach or facilitator. They create student-centered classrooms.
10. Multimedia projects increase students' literacy and prepares them for the technology-based communication skills required in the workplace today and tomorrow.
11. Multimedia projects let teachers address multiple intelligences and learning styles in the classroom.
12. Multimedia projects naturally employ the range of resources and approaches by which most students learn best.
6. Multimedia projects require students to analyze sources and think about evidence in new ways.
7. Multimedia projects lead teachers to think about their students, classes, and lessons in new ways. Reflection and revision of teaching strategies naturally evolve with the projects.
8. Multimedia projects require higher order thinking and problem-solving skills. These projects promote non-linear thinking and give divergent learners a chance to shine in the classroom.
9. Multimedia projects move teachers from the role of lecturer and classroom authority and into the role of learning coach or facilitator. They create student-centered classrooms.
10. Multimedia projects increase students' literacy and prepares them for the technology-based communication skills required in the workplace today and tomorrow.
11. Multimedia projects let teachers address multiple intelligences and learning styles in the classroom.
12. Multimedia projects naturally employ the range of resources and approaches by which most students learn best.
CONCLUSION
Multimedia based lessons incorporate written work on MS WORD, internet research, a power point presentation, working on blogs or film making. An effective language teacher must incorporate new ideas and design multimedia projects to fully expose students to different form of technology and allow their talents to shine.
