The Advantages and the Problems of Multimedia-aided English Reading Instruction

Han, Liming

doi:10.4304/jltr.1.3.320-323

Cited by 6 publications

(9 citation statements)

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“…The rich interactive multimedia reading environment afforded by CAR stimulates readers' auditory and visual senses, increases their interest in reading, and enhances their motivation (Han, 2010). Electronic texts make readers independent and autonomous; rather than being confined to a textbook, they are able to explore the wealth of information available in the electronic reading environment.…”

Section: Literature Reviewmentioning

confidence: 99%

ESL/EFL Instructors’ Perceptions of the Importance of Computer-assisted Reading in L2 Reading Instruction

Al-Seghayer

2016

TPLS

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Section: Literature Reviewmentioning

confidence: 99%

ESL/EFL Instructors’ Perceptions of the Importance of Computer-assisted Reading in L2 Reading Instruction

Al-Seghayer

2016

TPLS

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“…Respondents also suggested that speaking English opens the door for admission into various scholarships. Nearly 90% of Ethiopian learners know that English is extremely important, and almost 99% of them think that it will help them in their professional growth [7][8][9].…”

Section: Resultsmentioning

confidence: 99%

“…First, questionnaire was prepared in English and translated into mother tongues, which are the languages of students and their parents in the study areas. Questionnaire is a popular means of collecting all kinds of data in research [9][10]. Koul (ibid) further argued that questionnaire is widely used in educational research to obtain information about certain conditions and practices, and to inquire into opinions and attitudes of an individual or a group.…”

Section: Data Collection Toolsmentioning

confidence: 99%

“…This is one indication of the place of English language in schools. The author also found out that students, especially in rural Ethiopia, have little chance to use English language in their daily lives [8][9]. Nowadays, there is a widely prevailing complaint among English language teachers, trainers, and other stalkholders that many students, even on the completion of university education, are far from the standard in their English language ability.…”

Section: Introductionmentioning

confidence: 99%

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Perception of EFL Among Stalk Holders: Four Selected Government Primary Schools of Wolaita and Dawro Zone in Focus, SNNPR, South West Ethiopia

Dangore¹

2019

ELLC

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In a global society, politics, culture and economics are closely interdependent and higher level education has a responsibility to cultivate and equip professionals with the skills to meet the international competitive environment. English is everywhere in Ethiopia's everyday life, as opposed to indigenous languages, which are mostly hidden. The diffusion of English makes its learning mandatory to aspire to a better social and economic life. Nevertheless, this contextual 'imposition' highly influences perceptions and attitudes we have towards English language. This may also create a strong barrier to the whole language learning process. The aims of this study were (1) to identify how stockholders perceive English as a Foreign Language/English as a Second Language (EFL/ESL) teaching learning processes (2) to examine the roles that stockholders play at the required levels at schools, and (3) to investigate factors that contribute to the perception of stockholders in EFL/ESL teaching-learning processes. For this purpose, 267 students were selected from 40 sections and filled the questionnaire. To get 267 students, seven top achieving students were chosen from 40 sections. Moreover, 16 English teachers, 32 parent-teacher association members, 24 school principals, 16 education officials, 16 supervisors and 40 focus group discussants were selected using availability sampling from four schools. Closed-ended and open-ended questionnaire, video-recording, focus group discussions, and semi-structured interviews were used for data gathering, and the data gathered through these tools was analyzed quantitatively and qualitatively. Based on student surveys in four schools, this paper accented positive perceptions and attitudes towards English language learning, and highlighted the past and the effects of linguistic imperialism. However, based on the evidences found onteaching and learning, teaching English in four schools has been unsatisfactory. The findings further revealed that students, parents, teachers, supervisors, educational experts, and school principals have a positive attitude and perception to English language learning, but they reported that there were factors that impede students' English language learning and the teachers' classroom pedagogy. The data in this study also showed that well-designed teacher preparation is important as the component of ongoing learning and development, and can be a powerful vehicle for preparing teachersto implement new curriculum and innovative teaching methods. In short, this work opened the discussion on how these attitudes could be managed in the classroom, and offered possible directions for future research in intercultural language learning.

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“…Some teachers may not have enough skill to incorporate technology tools because they did not attend any Information Technology training (Kumutha & Hamidah, 2014). According to Han (2010), training and support improve gradually and they contribute to the integration of technology and efficiency of the teachers' teaching methods. It is unfortunate that some teachers do not put their expertise to good use when they teach large classes where it is quite impossible for the teacher to use the improvised ways of teaching in a lesson due to the size constraint.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the Main Barriers of Technology Integration in the English Language Teaching Classroom: A Qualitative Study

2016

IJELS

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The abundance of technology in recent years has contributed to development in the societies, industries, and education. It is proven from the current trend of technology such as the emergence and rise of smart phones, tablets, laptops and wireless internet connection that the present and future world will be heralded by technology. The integration of technology into the teaching and learning process is idealistic with the existence of vast information and multimedia on the internet and innovative inventions of devices that serve as great assistance. However, the available technology has not been put to good use in the English language teaching and learning classroom for some reasons, especially in developing countries like Malaysia. Thus, this research is conducted to determine the hindrances faced by the education community in Malaysia. The current qualitative research involved seven individuals who discussed issues relating to the hindrances of technology integration in English language teaching and learning. This paper presents the results of the discussion and provides suggestions on some possible solutions to the identified obstacles faced by the education community in using technology in a more efficient and resourceful manner for the teaching and learning development.

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The Advantages and the Problems of Multimedia-aided English Reading Instruction

Cited by 6 publications

References 0 publications

ESL/EFL Instructors’ Perceptions of the Importance of Computer-assisted Reading in L2 Reading Instruction

ESL/EFL Instructors’ Perceptions of the Importance of Computer-assisted Reading in L2 Reading Instruction

Perception of EFL Among Stalk Holders: Four Selected Government Primary Schools of Wolaita and Dawro Zone in Focus, SNNPR, South West Ethiopia

Exploring the Main Barriers of Technology Integration in the English Language Teaching Classroom: A Qualitative Study

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