Smart multimedia learning of ICT: role and impact on language learners’ writing fluency— YouTube online English learning resources as an example

Abstract

This work seeks to determine if and how much the smart learning environment of Information and Communications Technology (ICT) tools like YouTube can help improve learners’ fluency of language use and expression in their daily written communication. This research highlights and takes advantage of the potential role and features of multimedia brought to the language learner by the ICT tools, taking YouTube online English learning resources as an example of this smart learning environment. This work hypothesizes that learners who engage with, expose themselves more to and leverage such online language materials could develop their fluency of daily language use and expression in writing over time. The findings of this research show that there is a statistically significant difference in some but not all aspects of the learners’ writing fluency; basically, the accuracy and organization of ideas as qualitative dimensions of fluency improved after the actual exposure to YouTube over five months as long as factors like engagement, enhancement and intelligibility are provided by its multi-mediated input. However, other aspects of fluency in writing could develop slightly but with no statistically significant difference. Also, compared to other sources of language learning in the learners’ environment, multimedia educational tools developed by ICT like the widely known platform YouTube can be more effective and thus strongly recommended equally for language learners and teachers where optimization of writing fluency is the target of learning. This paper is a work-in-progress that investigates the role and impact of smart learning environment of ICT multi-media on English language learners’ fluency and accuracy of use and expression in speaking and writing.

ICT multimedia learning affordances: role and impact on ESL learners' writing accuracy development

“…Izquierdo et al (2015) noted that there is a positive influence on the learning behaviour of learners with increased motivation and better performance as a result of a strong and positive correlation between learning/improving L2 skills such as writing and the effective use of multimedia materials in a computer-enhanced language learning environment. Also, Alobaid (2020) found that there is a strong positive correlation between the writing fluency performance of L2 learners and their exposure to and high engagement with multi-media learning environments using ICT tools like YouTube, where text (i.e., closed caption) is optionally available for learners to be used along with speech while learning.…”

“…With special reference to the learners' L2 proficiency level, despite the consensus among researchers who examined how L2 learners use and benefit from the multiple pedagogic advantages of captions, the mixed findings of previous studies can be somewhat confusing. While Lwo & Chia-Tzu Lin (2012) found that lower-proficiency learners benefited more than higher-proficiency learners in terms of comprehension when provided with L2 English captions, other researchers reported larger benefits for intermediate and advanced L2 users when compared to beginners (see Vanderplank, 1988;Neuman and Koskinen, 1992;Taylor, 2005;Perez et al, 2013;Alobaid, 2020). Researchers like Leveridge and Yang (2013) stated that more proficient English learners relied less on captions to process information.…”

“…For instance, in a multimedia learning environment, researchers investigated the cognitive advantages of YouTube affordances such as the captioning (also known as same-language subtitles) for the overall development of learners' proficiency of the main language skills. More specifically in this regard, they reported advantages of using captions like a greater depth of language processing, focusing learners' attention, reinforcing the acquisition of vocabulary through multiple modalities, allowing learners to determine meaning through the unpacking of language chunks and prompting long-term content retention (see Winke et al, 2010;Kovacs and Miller, 2014;Danan, 2016;Sadiku, 2018;Alobaid, 2020). Abdulrahaman et al (2020) stated that "the use of the computer-based techniques as an interface between students and what they are learning with suitable fonts and design can be very valuable".…”

“…Multimedia learning environment is a concept about displaying a combination of more than one media type such as text, image, graphic, drawing, sound, video and animations usually with the aid of technology for the purpose of enhancing understanding or memorization ( Guan et al, 2018 ). A large body of extensive research into multimedia learning environments revealed that “considerable and positive influence on language learners' performance is attributed to the increase in the use and exposure to ICT multimedia tools which provide multimedia elements (i.e., the visual and/or spoken text, graphics and videos) for ESL/EFL language learners in the learning environments” ( Alobaid, 2020 ). Sun and Dong (2004) stated that “information presented in text, spoken words, graphics, and video formats can be integrated to produce authentic, attractive, and multi-sensory/multimedia language learning environments for EFL learners”.…”

Formation of Future Foreign Language Teachers’ Linguistic and Methodological Competency Using Digital Technologies

“…Having studied theoretical works and practical experience of training future foreign language teachers, we can note that the problem of forming future foreign language teachers' linguistic and methodological competency using digital technologies is at the stage of its development. General issues of the use of digital technologies in the process of training, trends and prospects for the introduction of cloud services in the educational process, the possibility of using digital technologies in education are covered in the works by A. Alobaid [1], S. Amelina [24], V. Bykov [4], N. Bakar [3], V. Hamaniuk [24], Y. Kazhan [24], O. Kuzminska [11], M. Kyslova [11], O. Markova [12], N. Morze [11], P. Nechypurenko [14], O. Spirin [22], O. Spivakovskyi [23], M. Striuk [24], R. Tarasenko [24], V. Tkachuk [19], S. Tolmachev [24], Yu. Zaporozhchenko [26], M. Zhaldak [27], et.…”