Using Multimedia: An Investigation of Learners’ Attitudes

Abstract

This study, undertaken to assess the feasibility of the integration of multimedia learning provision into a university language curriculum, reports results from a questionnaire of 107 undergraduates' attitudes to the use of one such multimedia language learning program. General reactions to multimedia, attitudes to its learning efficacy and attitudes to multimedia as an independent study tool were investigated. Data on learner comparisons between multimedia and conventional learning tools were collected and statistical associations between types of learner and particular attitudes calculated. Results showed strongly favourable attitudes, that learners believed they could learn effectively from multimedia and that it delivered a high quality independent learning experience. Implications are that multimedia has a beneficial role to play in the curriculum and may have potential to facilitate effective language learning; may motivate; may have special value for learners regarding themselves as less able; is useful for self access; may supersede other language-learning technology and that further courseware development is warranted. Decisions have been taken to use the program to replace some undergraduate contact hours.

Are ESL/EFL Software Programs Effective for Language Learning?

“…However, there have been a number of studies focusing on the use of multimedia for developing listening comprehension. Brett (1996) carried out investigations into the affective domain of multimedia for listening skills and also into the quantitative gains afforded to listening comprehension by the use of multimedia. He studied the initial attitudes and reactions to the use of video based CD-ROMs for listening comprehension by 107 undergraduates.…”

Student Centred Legal Language Study

“…I do not want to imply that computers could do a better job than humans per se and would not wish to follow the route described by Brett (1996) which led to a reduction of teaching time.…”

“…While satellite TV was used for the syllabus, this could not be incorporated into a multimedia CALL package, since the technical requirements would have been too expensive. Brett (1996) describes how positively his study group received a multimedia computer-based package for language learning purposes. Even though only some institutions are able to finance those larger projects, individuals should not feel discouraged from developing materials for their specific needs which incorporate mixed media and technology.…”

Role of Iranian EFL Teachers about Using Pronunciation Power Software in the Instruction of English Pronunciation

“…According to Baylor and Ritchie (2002) and Wenglinsky (2001), the teachers should not be the transmitter of information to inactive learners but they should become a guide and a facilitator and provide learners with the tools that they need to research, explore and make meaning. Students can get more power in learning through this change of role and they can have more opportunities to engage in high quality of learning experiences that produce higher order thinking skills like synthesizing, interpreting and hypothesizing (Brett, 1996;Davies & Crowther, 1995;Dawson, Cavanaugh, & Ritzhaupt, 2008;Eastment, 1998;Ely & Plomp, 1986;Hopson et al, 2002;Laurillard, 1995;Ryba & Anderson, 1990). The researchers examined whether Iranian EFL university teachers' roles are changed if Pronunciation Power software is used.…”