CC BY
71
УДК 811.111:004.357(045)
Krasnova, Tatiana
Udmurt State University, Izhevsk, Russia Mikeladze, Tamar Telavi State University, Telavi, Georgia
Laine, Jenni
Turku High School of Economics, Turku, Finland
MULTIMEDIA IN FOREIGN LANGUAGE TEACHING WITH ADULT LEARNERS
The article is devoted to the problem of efficient and productive teaching of foreign languages to adult learners. Multimedia technologies appear to be technical and didactic resources in the teaching process. They should correspond to definite methodical requirements. Scientific literature analysis and three adult education centers (Turku, Finland) observation showed that some teachers are not willing to use multimedia in foreign language teaching because of some reasons, though many of them consider multimedia technology to be one of the widely spread interactive methods of teaching, which are summoned to stimulate and develop students' creative activity. Principles of multimedia usage, different kinds of multimedia and technologies used in adult teaching are also considered in the article. Advantages and obstacles in using multimedia while teaching foreign languages in adult groups are discussed in the article as well. The authors also share their own experience in the use of multimedia technologies in foreign language teaching.
Key words: interactive methods, multimedia, multimedia competence, educational standards, motivation.
Introduction
Under the conditions of globalization and integration which have become necessary elements of our sociol-cultural and economic life the educational system of every country, especially of that is the member of the Bologna Union, needs to be reconsidered and new ways of teaching techniques are needed to be developed and utilized. Mainly it refers to foreign language teaching as far as globalization of education and the development of international programs, grants and educational projects make the knowledge of a foreign language a core point for many exchange students and researchers in order to integrate into both local and international society. Thus, foreign language teachers face the problem how efficiently and productively to teach students foreign languages. The focus of the given paper is the role of multimedia in adult learning, specifically in formal and non-formal education. The article is based on observation of foreign language teachers and researchers' of multimedia in practice in foreign language teaching.
Many scientists consider that innovation in the system of education should be connected with interactive methods of teaching. Multimedia technologies are the combination of technical and didactic resources of teaching. These methods are summoned to stimulate students' creative activity and to form and develop their professional and socio-cultural thinking. Informational technology - is the process of preparation and transfer the information to learner by means of the computer. Most of the foreign language teachers apply, to the so-called «penetrating» computer technology (using computers for students to learn different topics and themes); however, in some cases, it is possible to utilize
monotechnology, which implies the whole process of the teaching is based on computers, including all kinds of monitoring and individual student's work.
Principles of using multimedia in language teaching
While using multimedia technologies teacher should always take into consideration the fact that any educational technology must correspond definite methodical requirements; in particular there should be:
• common pedagogical and psychological bases for accomplishing education goals at the lesson;
• system and logics in the use of multimedia technologies;
• possibilities to vary, develop and change applied technology;
• effectiveness of the use of this or that technology, i.e. the outcome corresponding educational standards are expected.
Kinds of multimedia resources
According to the classroom activity the teacher may choose different forms of class work with digital educational resources: a class, group, pair, and individual work. The vast multimedia resources for language teachers and learners are available on the internet, particularly on the websites of educational institutions or publishing houses, which usually present their resources/material in electronic version. In addition, there are a number of materials for students' self-study and various encyclopedias representing authentic materials specially developed for foreign language learners. These websites are regularly updated and enriched with some other data/information. Multimedia technology includes such as audio visual and interactive resources as:
• Program resources - multimedia boards, presentations, audio-video clips, internet, etc.
• Devices - computer, multimedia projector, interactive board, mobile learning devices, etc.
Analysis of foreign language teachers' experience with multimedia given in scientific literature reveals that nowadays the most popular form of multimedia use is asynchronous communication which occurs during or after class. The types of asynchronous communication are e-mail, voice mail, internet forums, blogs, etc. Another popular form of communication during the foreign language class is synchronized communication utilizing multimedia. This kind of communication based on multimedia is considered to be the highest level of communication as it implies both oral and written communication. The means of synchronized communication are internet-telephone, audio, video conference, webinars, etc. The crucial technical condition of synchronized communication lies in the fact that communicators/speakers must be online. Little (1996:211) distinguishes three kinds of relation between a language learner and information systems: interactions with, interactions around, and interactions via information systems.
Computer software is widely used in presentations, which are more preferable for the language teachers as well as learners. The programs allow working with different texts, images, video, audio and music files. Presentation on the basis of PowerPoint program stimulates students' perception and learning of the given material. The advantages of presentation can be seen in:
• Combining visual aid, videos, texts;
• Using presentation as a peculiar multimedia board helping in teaching all kinds of discourse activity;
• Activating students' attention and increasing their motivation to know more and better;
• combining class and extracurricular activities, promoting students to work in team and develop their multimedia competence and creativity.
To create presentations Microsoft PowerPoint is commonly used software. Prezi is another online program for creating presentations.
Among multimedia resources interactive SMART board is also considered to be one of the most widely used by language teachers. It does not require a keyboard, a mouse, or a monitor but just a special marker or a pencil. The SMART board is provided with SMART notebook program. The program includes different types of information: texts, videos and pictures for teaching. All mentioned programs guarantee teacher-student intercommunication.
Technology in non-formal and formal educational setting
Technology is often seen as automatically aiding learner autonomy. However, it may hinder it as well. The way in which the technology is used and the extent to which technology controls the learner is decisive. Nowadays second language learning is often taking place at a distance from the target language community through interacting with and via information systems (tutorial and pedagogic software, group word processing, interactive video program, email, World Wide Web, etc.). Do language teachers use multimedia in non-formal education?
In autumn of 2013 in three adult education centers (Turku, Finland) 13 different language instruction classes were observed. The learners were of different ages and nationalities. In 30% of the observed classes the teachers actively used PowerPoint to explain grammar material, and internet resources, such as YouTube, to play a song or Google to search information related to the topic. The majority of the teachers used SMART board to check home/class written assignment or present new material. One of the teachers reported that the language group had its own Facebook page where learners systematically posted some news or material in the target language. Another online application mentioned by one of the teachers was Moodle, where the electronic material of the course was uploaded by the teacher, accessible to learners. In High School of Economics (Turku, Finland) in formal teaching Finnish language teachers consider that the usage of multimedia is very useful and effective, time saving, interactive and motivating. For many teachers the use of multimedia is natural, especially if there is suitable equipment for it in the educational institution.
One of the authors of the given article sharing her experience about the usage of multimedia in her Finnish language course focuses attention on the following multimedia means that are possible to use in language teaching.
• Word
- when writing notes. This way students are able to see everything what teacher writes. This also enables the teacher to save notes and send/download them to students. This is ok for beginners (since they don't know how to write in foreign language and thus it takes much time), but advanced learners should take notes themselves.
• Power Point
- explaining grammar or introducing vocabulary with pictures
- sometimes very time-consuming for the teacher when creating a good presentation in a pedagogic way
- the use PowerPoint in group work presentation. This enables the students to create material themselves and thus have more motivation.
- keeping contact with the students. Sometimes it is very time-consuming. Sometimes students ask for the homework or notes. If they've missed the lesson and have not notified teacher before, teacher feels it's their duty to ask the homework from classmates. With some courses teacher sends the homework automatically for everyone in the group, but when I has 7 groups twice in a week, it's just too many emails.
• Moodle
- is used to inform the students about upcoming exams and homework. Teacher downloads the PPT files there so that students can copy them to themselves etc. This is quite time-consuming but it is more efficient while teaching only in one school.
- teacher has created a public facebook group for Finnish language students. It's under Summer University name, but anyone can join in. She posts there info about the culture (e.g. celebration days), some curiosities about the grammar or vocabulary and students can also ask questions or post some interesting links. This source can motivate students in informal setting to find out information by themselves. This hasn't been very time-consuming so far, but it could be.
• www
- You tube: to play songs or other material to practise vocabulary, grammar or to inspire a conversation
- Websites by different organizations for learning Finnish and self-studying. Students can't know which sites are good especially in the beginner level and so the teacher can recommend suitable sites.
- Google: to find information on different topics (teacher should always check the info before presenting it to the students just to make sure it's suitable)
• Smartphones
- teacher allowes the students to use their phones to get to online dictionary and to create their own dictionary with flashcards (quizlet)
- she also asks students to make IRL (in real life) tasks: e.g. they had to go to the supermarket and ask for the price of some item. They have to video it with their smart phone and then afterwards teacher and students watch it together.
• OnlineClassroom
- She has been trained by a certain company to give private lessons online. The company uses a program which enables the student and the teacher "meet" in an online classroom. The room has chat function, web camera and microphone. The program combines the online classroom and face-to-face instruction.
In addition to Finnish language teacher would like to try:
• SMART board
- they only have one board in Economic School
• Games
- she'd like to try carefully designed online games for learning vocabulary, grammar and phrases
• Blogs
- To motivate students by being able to create their own materials
The observation showed that more than half of the teachers are confident in using multimedia during their language classes; they demonstrated favorable computer skills and efficient timing in using multimedia. Nevertheless, the study revealed that not all language teachers use the multimedia technology at adult education centers. The teachers gave the following explanation to their unwillingness to use the technology:
1) Senior citizens are not interested in computer technology and it is laborious process to involve them in teaching with multimedia
2) Classrooms are not equipped with computer technology
3) The teacher has no computer skills
4) The teacher gives advantage to a certain method that does not imply using multimedia, e.g. Grammar-Translation, due to absence of professional qualification or pedagogic studies.
5) The teacher claims that adult learners are autonomous and can direct their language study.
Adult learners may practice autonomy to some extent but they cannot take charge for their own learning because they do not know the language they are learning. It is the function of teachers and technology to help to direct students effectively (Pemberton, et al. 1996, p. 36). The teacher is no longer seen as an instructor and transmitter of knowledge; instead a facilitator of interaction between students and a guide through their learning. Little (1996, p. 211) argues that information systems will develop learner autonomy to the extent that it is able to facilitate two-way interaction and (through interaction) reflection on language and language learning. Thus, 'inhuman' information systems have the prospective to nurture a very human feature - autonomy. To strengthen the bi-directional relation between language learning and language use the capacity of information systems should be critically considered, to facilitate externalization and make explicit the meta-processes.
Advantages and obstacles in using multimedia
The use of multimedia technologies in foreign language teaching activates students' desire to know more, makes language learning more interesting and students are able to check their skills and aptitude through interactive activities. The global internet has enormous resources. It creates all conditions for the teacher and the student to get any necessary information that it be the material about history and culture of the country, newspaper or magazine articles, music, films, etc.
Nowadays there is a great deal of discussion among scientists and teachers concerning the use of multimedia technologies in foreign language teaching. Both, scientists and teachers single out advantages and some obstacles in using multimedia. The advantages of the multimedia use in foreign language teaching are the following:
• effectiveness and quality of education may change for the better;
• teacher is oriented on modern goals in language teaching;
• Students' motivation to study rises;
• Students are rapidly involved into a creative study process;
• Students' self-study becomes more efficient;
• monitoring study results is simplified for the teacher;
Obstacles of multimedia implication at foreign language lesson are mostly connected to difficulties of the use, in particular:
• Classrooms are not sufficiently equipped with modern technology devices;
• Some teachers have poor computer skills; they are reluctant to reconsider their attitude to modern resources and methods of foreign language teaching.
• Due to technical and maintenance problems (e.g. no internet connection, malfunction of the software, virus-infected computer) occurring during a language class, teachers avoid using modern technical devices.
Conclusion
It must be mentioned that while using multimedia verbal methods of teaching are often replaced by searching and creative activities by a teacher and students. Having a lot of advantages cannot replace teacher at the lesson; no computer device or program can check and correct student's or al speech, no computer can greet at the beginning of the lesson as the teacher does it, stimulating students for enjoyable learning process. The use of multimedia resources and teaching programs must harmonize with traditional - face-to-face teaching in all stages of the lesson. Multimedia technologies cannot be of any pedagogic effect without a teacher. They are means of teaching and their effectiveness depends on teacher's skills to use this multimedia to reach definite pedagogic goals. Computer is not a teacher in the process of teaching; it is an available resource assisting teacher to widen his/her teaching possibilities.
Summing up, it is possible to say that the element of multimedia culture more and more penetrates our everyday activity. It has become an inseparable part of our educational activity as well. All the same, process of education being modernized with different sort of multimedia devices and programs cannot do without a teacher. The teacher should be flexible accepting tendencies in modern education. Educational institutions should provide monitoring of the quality and quantity of multimedia use at language classes and organize special training and consultations for teachers to support their professional development and intention to use multimedia technologies while teaching foreign languages.
References
1. Little, D. Freedom to learn and compulsion to interact: Promoting learner autonomy through the use of information systems and information technologies // R. Pemberton, E. S. L. Li, W. W. F. Or & H. D. Pierson (Eds.), Taking control: Autonomy in language learning. Hong Kong, China: Hong Kong University Press, 1996. P. 203-218.
2. Simmons, D. A study of strategy use in independent learners // R. Pemberton, E. Li, W. Or & H. Pierson. (Eds.), Taking control: Autonomy in language learning. Hong Kong, China: Hong Kong University Press, 1996. P. 61-75.
