Using Multimedia in EFL classrooms Grades 4-6
Chapter 5
Conclusion and Recommendation
5.1 Conclusion
In order for Taiwan to become a competitive, global country, English needs to be taught and learned using effective methodologies. This paper has discussed some possible reasons why English instruction needs to improve and some feasible ways to improve the English learning environment in Taiwan .
In Chapter One, the author presented her experience with how multimedia English learning can bring a bright light to English teaching and learning. One scene that remains in my memory was a lesson I taught in which students watched animated cartoons and stories and they were so absorbed and involved even after class was dismissed. Therefore, it seems evident that multimedia English teaching can make a monotonous English course more intriguing and inspiring. This is what I believe multimedia teaching could bring to both teachers and students and why I wrote this paper.
In Chapter Two, the author discussed some possible reasons why the English teaching and learning is different in Taiwan from other EFL settings. The author discussed how motivation, learning styles and authentic materials differ in Taiwanese classroom. In Chapter 2.3.1 , the author listed some types of motivation, such as integrative, instrumental, intrinsic, and extrinsic. A person who has integrative and intrinsic motivation will integrate with the L2 culture, such as through immigration or marriage. On the other hand, a person who has instrumental and intrinsic motivation will achieve goals employing L2, such as for a career. A person who has integrative and extrinsic motivation is one who has someone else that wants the person to know the L2 for integrative reasons. On the contrary, a person who has instrumental and extrinsic motivation means that some external force is driving the person to learn L2, such as an employer sending the employee oversea to learn the target language. In Chapter 2, section 3.2 the author used these types of motivation to help organize factors which influence English learning motivation. They are attitudes, beliefs about self, goals, involvement, environmental support and perusal attributes. One of the most appealing factors is the use of instructional technologies like multimedia. In Chapter 2 section 3.3 the author suggested ways to create a motivating English learning environment in Taiwan .
In section 2.4, learning styles were discussed, including visual, auditory, kinesthetic, tactile, field-independent, field-dependent, left-brain dominated, and right-brain dominant. The author suggested that only when teaching styles match with learning styles can the best of teaching and learning results occur. In section 2.5 the author mentioned how using authentic materials can benefit students. Additionally, the author feels that Taiwanese textbooks also need to be reedited and published to make the instructions as authentic as possible.
In Chapter 3, the author addressed how to apply multimedia in teaching songs, videos, audio books and animated cartoons and stories, in the target language. Positive advantages of these were discussed and listed. Besides this, each medium has a teaching procedure for both teachers and students to follow. There was also instruction given to help students to download the current technology, i-Tunes, on the computer. Even though they are in an EFL setting, both teachers and students can receive authentic language in a fast and economical way by using videos from the internet.
In Chapter 4, the author designed four lesson plans which incorporated songs, videos, i-Tunes, audio books and animated cartoons. By using meaningful, interactive audio visuals aids, and students can use their receptive skills and receive input from a source other than the teacher.
5.2 Recommendations for Taiwan .
Ranking as the second highest producing semiconductor country in the world, the popularity of computers in Taiwan is not as high as might be expected. The availability of school computers doesn’t provide for all students’ needs and schools don’t have professional technicians to maintain them, owing to the reduction of the expenditures on computers. Therefore, students are not accustomed to using computers as an effective instructional tool.
I truly recommend that the Taiwanese Ministry of Education promote the popularity of utilizing computers at school. This is a trend that Taiwan should follow to keep up with the world pace. As Lloyd (2000:306) stated technology “…gives students access to a wealth of authentic foreign language materials and helps bring the real world into the classroom.” Consequently, students in Taiwan can also be immersed in an authentic English environment that multimedia brings. Lloyd (2000:306) furthermore writes that when using multimedia as teaching means, “…students have more control over their own learning and accept more responsibility for classroom activities. It is a whole new way of teaching and learning, and we have only just touched on the potential that technology holds for education.”
Also, the government should increase the budget for setting up more computers in schools. Every school should have at least one multimedia lab which teachers can use to provide authentic language and culture and which students can use to practice the target language. As Mayora (2006:19-20) suggested, “Teachers can begin little by little, such as transitioning from audiocassettes to CDs and then moving gradually toward videocassettes and DVDs.” Technology is prevalent in society, thus it is imperative to head in this direction in order to have at least one or more multimedia lab at every school.
Given this background, how to employ multimedia teaching properly and suitably in Taiwan also needs to be considered. Mayora (2006:20) pointed out that “…technology use in language instruction must be based on sound pedagogical and theoretical principles, and that both teachers and technology are part of an interrelated system.” The proper use of multimedia should be based on teaching methodologies; as a consequence, its use won’t just involve superficial manipulation.
Related to this, the Ministry of Education should have seminars and courses for teachers to learn how to properly apply multimedia teaching in Taiwan . Teachers need to learn how to instruct English based on correct pedagogical and theoretical principles. Once these expectations are achieved, students in Taiwan will be able to acquire English effectively and productively. Then, Taiwan ’s desire to rise in worldwide educational rankings will be successful and the people of Taiwan will be more satisfied with their English education because multimedia English teaching is being employed around the country in a systematic fashion.
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