Blended_Learning_and_Call__Multimedia_Applications_in_Language_Teaching

Introduction In the past, the application of technology in language classrooms included the use of film, radio, television, language labs with audio/video tapes, computers, and interactive video. Today, the use of multimedia, the Internet (especially the World Wide Web), and various forms of distance learning are wide spread. Interest in using them as tools to support language learning is growing, both from the perspective of a language educator and that of a language learner. The aim of the essay is to present all the strengths of using multimedia in English learning and teaching. Different kind of methods of teaching second languages has been introduced over the centuries. It was only recently when the multimedia learning has begun to be used in teaching and learning foreign languages. According to Mayer (2001), multimedia can be referred to the presentation of the materials using both words and pictures. He claims that learners can better understand the message when it is presented in words and pictures than it is presented only in words. For this and many other reasons the multimedia learning has become more and more popular among both learners and teachers around the world. There is a number of strengths that can be found in the current literature using in teaching and learning second language, however I would like to presented only a couple of these used in learning especially. Promoting autonomy Beatty (2003) argues that the multimedia learning promotes autonomy in learning as learners have opportunities to study on their own, independent of a teacher. Also, Jones (2001) concludes that CALL can lead to autonomy, to a state in which learners exercise as much control as possible over the learning process, which modern mythologists consider it as a highly desirable outcome in language learning. Similarly, Hoshi (2002) indicates that internet technology results in self-empowerment and autonomy in learning second language. Collins and Hammond argue that one of the strengths of multimedia technology is its potential for supporting pupils as independent learners and it encourages learners to take control of their own learning. Equally, Brett (1998) sates that multimedia delivered language learning is a great potential in facilitating autonomous language learning as all decisions about what to study, when to study, how to study, how long to study for, are all passed over to the learner who controls them. As a result, ‘good autonomous learners are thought to be among the better learners..’ (Brett, 1998, p: 84). Fotos and Browne (2004) also found that developing expertise in using computers gave students feelings of pride and achievement and greatly encouraged their autonomy as learners. Correspondingly, Levy and Stockwell (2006) maintain that the possibility of students learning on their own in the self-access, library or even at home at the convenient time and appropriate peace can encourage the growth of learner independence and autonomy which effects in clear benefits in language learning. Creating a discourse community Fisher (1998) claims that the medium of electronic mail connects virtually speakers of other languages, initiates the electronic communication between them and builds the link between cultural and linguistic learning. Therefore, it can contribute to the greater purpose of studying another language. Similarly, Hoshi (2002) and his research showed that using emails, participating in newsgroups foster a sense of community by having the users share information and goals. In addition, this sense of community reduces feelings of isolation and increases learners’ motivation to continue studying second learning. Fotos and Browne (2004) argue that the use of CALL and distance learning activities was found to create classroom discourse communities and also encourage shy students to participate more fully and eagerly. Providing authentic resources Researcher on second language acquisition and language pedagogy has argued that authentic materials facilitate learners’ language acquisition and promote their language and culture learning experiences. Pennington (1996) claims that over networks learners have access to real audiences with authentic needs for information and authentic reaction to the quality of the communication that takes place and so enforces foreign language learning. In the same way Blake (1998) concludes that the web offers of variety of authentic target materials that provides endless topics for cross-cultural analysis and discussion in a content-based classroom. Also, Marriot and Torres (2008) point out that the authenticity of the tasks, which includes oral exchanges with students of English from other countries and native English speakers offers opportunities for meaningful language use. What is more, a research identified that motivation, exposure to authentic language in context and an autonomous learning are some of the main conductive to language learning. According to LeLoup & Ponterio (2000) the internet technology can introduce authentic language input in the classroom and enrich learners’ language and culture experience. Fujimoto (2006) suggest that authentic materials promote students’ interest in the target language and culture and sometimes recall students’ personal experiences and memories in ways that help them comprehend the materials. Building up motivation The most students thought the creation of multimedia products encouraged them to use higher levels of creativity than they would have employed in a paper-based product. This implicit encouragement to use their creativity seemed to result in a higher level of student motivation to learn. Hoshi (2002) argues that the internet contributes to increase the level of motivation. Continually, most information on the internet is presented in English and understanding the English language is essential so this eagerness to understand the content motivates itself people to learn English. Collins, Hammond and Wellington (1997) also found that the multimedia motivates as it provides quick and easy access to a wide range of materials which would not otherwise be available. Fenrich (2005) outlines that learner benefits from using multimedia for learning a second language as his motivation is higher and has more positive attitudes towards learning. Continually, he explains that students’ attitudes towards instructional multimedia applications are generally positive because of the fact that the computer offers a different approach than the typical teaching method they experience; therefore, positive attitudes are important for effective learning. Likewise, Fotos and Browne (2004) concludes that there is a significant role of using different multimedia in promoting increased levels of learner motivation, satisfaction and self-confidents which develops greater interest in learning a second language. Communication According to Pennington (1996), through networking and multimedia the users can gain an access to users around the world and to all the different forms of information which those users have created and also to their ideas. Thus, it seems to bring people together and encourage communication which improves second language learning. Furthermore, the anonymous quality of network communication can be face-saving as well, relieving learners of the inhibitions related with face-to-face communication and allowing them to express themselves more freely as they develop their proficiency. Equally, Stacey and Gerbic (2009) found out that line communication has more space to reflect and think at one’s own space, on multiple subjects and there is an emphasis on reading and writing. Due to the fact, there is some record, messages are usually carefully thought but with freer communication for some participants, as a result it may appeal more to different learners’ needs and course goals. Mayer (2001) also concludes that communication between learners and teacher results in greater equality between students and instructors, greater explicitness of written language required and deeper thinking manifested in discussion. In addition, it is noted a paradox of initial feelings of anonymity and isolation giving way to develop online identities and community. Feedback Multimedia systems are ideally suited to provide feedback to each individual. Selective presentations can be made based on what learners know and how they perform. Specific, targeted presentations, feedback and remediation are significant factors that contribute to the research based advantage of multimedia systems. Pennington (1996) believes that the computer offers users reliable, high-quality feedback on performance, generally in a near-instantaneous manner. Moreover, it provides unique, interactive effects in the way of tactile, visual and auditory feedback that sustains effort and enhances performance. In the same way, Stacey and Gerbic (2009) outline that the computer can give learners reliable and quick feedback but they also emphasize that if the activity requires feedback to peers, then this may increase interaction and develop deeper understanding and professional skills. Also, Fotos and Browne (2004) found feedback as one of the strengths of multimedia learning, especially in writing as it gives as writing instructions motivate students to interact freely, help them to share ideas and then get a feedback from their classmates and teacher simultaneously. Second Language Acquisition Beatty (2003) indicates that opportunities for Second Language Acquisition (SLA) can be found in the using computer for learning second language as learners are exposed to new language and when learners are prompted to take part in collaboration that promotes negotiation of meaning. She also implies that there is a room for negotiation of meaning through collaboration where discourse is both between two learners and with the computer software program. Furthermore, she emphasizes that a computer program can provided a high level of comprehensive input in various media. Also, Blake (1999) believes that communication on the internet offers students the highest level of interactivity for the reason that they permit one-to-one, personal exchanges. He emphasizes that the importance of learning language through personal exchanges, has been demonstrated by SLA that require the learners to negotiate meaning with other learners and/or native speakers (Pica 1986, Long 1983, Gas 2003, Gass and Varonis 1985). He says: ‘This negotiation of meaning appears to be one of the principled ways in which students gradually liberate themselves from the seemingly interminable stages of interlanguage and achieve higher proficiency in the target language’. According to Blake (1999), students can negotiate during regular scheduled class, but the main the benefits of negotiating meaning also obtain for synchronous network-based communication as well. Control of learning peace The branching strategies designed into effective multimedia learning systems allow learners to degree vary flexibility, from complete a discovery learning to highly guided and forced choices; learners can stop or resume at their convenience. They can review materials, observe models, and practice responses as frequently as they feel fit, without the peer pressure of appearing to be "slow" or interruptive. Furthermore, with the advent of the new hypertext, hypermedia, and underlying database technologies, learners will have ever increasing opportunities to chart the paths and avenues of their own learning adventures. Learners are in control; they can make their own choices. Computer-based multimedia instruction lets the learner personally set the pace of learning but traditional classroom instruction does not. Set of paced learning is probably a more effective way to learn because the learner can move on to new material when the learner feels ready. So, control of the learning pace is another possible explanation for the learning strengths associated with computer-based multimedia instruction (Najjar, 1996). Similarly, Drenoyianni & Selwood (1998) point out that using of multimedia allows students to work in their own pace, to organise their learning approach in a way that corresponds to their needs, interests and to their proper faculties. Support development of language skills areas What is more, discussions of the benefits of multimedia in language learning included the exploration of the application of certain technologies in specific language areas. Hypermedia technology with its linking and interactive capabilities was brought up as a toll to enhance vocabulary learning (Liu, 1994) and reading comprehension (Cobb and Stevens, 1996, Hult, Kalaja, Lassila, Lehtisalo, 1990). Furthermore, Beatty (2003) argues that in order to negotiate the meaning over the internet learners engage in the discourse that provides comprehensible output and input and what helps learners to build vocabulary. Chun and Plass (1997) take into consideration the potentials of using video and audio to support text comprehension. Moreover, Eshani and Knott (1998) advocate the CALL programs, especially voice-interactive CALL for improving learners’ speaking skills. The same point was reached by Pennington (1996, p 8) who argues that when students write over a network, the anonymity and ease of communication seem to encourage ‘spontaneous and playful form of speak-writing’ and therefore results in more creative and natural language. In addition, the computer technology with a combination with a conferencing system was considered an effective means of bringing goal-directed writing courses fitted to different learning styles (Cornu, Decker, Rossee, Vanderheiden, 1990). Pennington (1996) also saw the positive sides of using computer as writing tool as it 1) alerts revision behaviour, 2)makes more and different types of revision, 3) improves learners’ attitudes towards writing. In addition to specific authorware and commercial software, the literature also addressed broader software categories that included word processors and the Internet. I would like to be present advantages of these two types of multimedia as I think I would use them in my future learning. Word processing It is said that a word processing helps students and teachers in their quest to make language learning simpler, more efficient, easier and more interesting. Instead of using the computer as a fancy typewriter, regular word processing software can be a help with prewriting and postwriting. Students can make lists of ideas and drag-and-drop them to put them in groups or in some order. Important ideas can be highlighted, made bigger or even colour coded. The postwriting aids include grammar and punctuation checkers which can be modified by the teacher to catch the mistakes focused on in the lesson. Spell checkers offer lists of alternatives for the students to correct words not found in the dictionary. Then the paragraph can be made beautiful with all kinds of different typesets and formatting. Pennington argues that word processing is an environment that enhances a ‘natural partnership between capabilities of a machine and the needs of the native learner, hence helping the learner to develop natural and effective writing processes. Some researchers reported that Word Processing tended to increase students’ enjoyment and appreciation of routine assignments by transforming traditional tasks into novel ones (Greenia, 1992). Greenia (1992) also characterised the early use of computer-based writing programme whereby the class created, shared and turned in soft copy assignments via a floppy disk. The author claimed that this kind of composition process facilitated the formation of communicating writing communities. Likewise, Marriott and Torres (2008) recognise a big value in using word processing seawares as it may be served a dual purpose as both a tool for the writing assignments and as a tutor in assisting in through spell and grammar checks. Also Fotos and Browne (2004) found a usefulness of word processing explaining that it facilitates revision and surface-level editing for spelling and mechanics is facilitated by the availability of a spell checker, and possibly a grammar checker. They added that the small size of the text visible on the computer may promote intensive revision at word, phrase and sentence level. Internet Email, synchronous chat, bulletin boards, HTML and digital video are all examples of internet-based tools currently being used in second language learning. The literature provided descriptions of projects such as email exchange (e.g. Kroonerberg, 1994/1995), web publishing (e.g. Bicknell, 1999), and stimulated immersion (e.g. Nelson and Oliver, 1999). This category of tools has been described in the literature as great opportunity to expose students to authentic materials, a context in which they are able to respond in speaking and writing in target language. For instance, emails were found as being facilitative for ...”very realistic form[s] of communication because is it a real conversation about real, relevant topics with real people” (Kroonerberg, 1994/1995. p.24). Moreover, it is been shown that an email exchange program serves as a very enjoyable way L2 students to use a target language communicatively in meaning-focus context (Fotos and Brwone, 2004). Basallote (2005) presents even more advantages of using emails in the classroom and these are: 1) they bring reciprocity, autonomy and intercultural enrichment, take students outside their own learner group to greater real and natural communication and, in consequence, learning, 2) provide students with the tools for independent learning, 3) exploit people’s natural desire to communicate in a different and meaningful way, 4) emails are quick, immediate and relatively anonymous. Chat, for example, “cultivates the ability to think and compose spontaneously” (Kroonerberg, p. 26). Kitade (2000) and his research showed that Internet Chat facilitates comprehensible and, meaning-making interaction, awareness rising, as well as collaborative learning. Conclusion The use of multimedia has challenged our conceptions on how an education is conceptualised and practiced.  It has been demonstrated that it has the potential to enhance learners’ motivation, autonomy and helps to build discourse community. It has also been shown that the use of multimedia provides a lot of authentic materials, reliable feedback and develops language skills area. Overall, all of these data provides some evidence on the effectiveness of multimedia applications in second language learning. On the other hand, there are some limitations in using multimedia applications that need to be mentioned. Some researches advocated that this development is cold and impersonal, there is a lack of human contact and it does not have the impact of a live workshop. What is more, it requires relatively sophisticated technology and knowledge so this may go beyond the scope of some individuals. The most important drawback is that multimedia applications may not be adjusted to all learning styles and its cost is quite high. The price of upgraded technology, as well as costs of hardware and software, can be substantial to the supporting organization when implementing and operating a multimedia instruction program. However, it must be admitted that high appeal of multimedia learning systems provide an innovative new use of computers that will play bring many more benefits in near future and change the way an individual, a work group, an organisation, and a society work and grow. In my opinion, rather than focusing on the benefits and potentials of multimedia applications, research needs to move toward explaining how computers can be used to support second language learning, i.e. what kinds of tasks or activities should be used and in what kinds of settings. The importance of research in this direction is emphasized by Salaberry (1995) who argued, “the alleged pedagogical benefits of computer networking in language learning and teaching may not be realized as expected because previous pedagogical claims in computer networking focused primarily on the technological capabilities of the new medium and neglected to analyze the pedagogical design of instructional activities” (2000, p. 29). Bibliography Basallote, Y., 2006. E-mail in class' You can do it too. English Teaching Professional. 5. Beatty, K., 2003, Teaching and researching computer-assisted language learning. Pearson Education Limited: Edinburgh. Bicknell, J., 1999. Promoting writing and computer literacy skills through student-authored web pages. TESOL Journal. 8(1). Blake, J., R.,1999. Technology, Multimedia, and Second Language Learning. University of California, Davis. ‘Spotlight on the profession. 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