received the same materials, and had instruction for thirty –minute periods for ten sessions. To be sure of the effect of the treatment, the researcher tested both groups by using a post-test. The result of pre and post test showed the second groups performed significantly better on the test than the control group. Finally, a T –test was conducted to examine the differences of the mean test score of the two groups. The results of the pre and posttest which served as the statistical basis for the two groups and a t-test comparisons of group means showed a t-value greater than the t- critical. Therefore, the null hypothesis was rejected and we came to this conclusion that multimedia had significant effects on learning reading comprehension among Iranian EFL learners at pre- intermediate level.
Key terms: multimedia, reading comprehension, EFL
Numerous efforts have been made to facilitate the complex process of foreign language reading comprehension. Growing attention has been paid to the use of multimedia for developing reading comprehension skills. The multimedia has become essential in the education of learners of all ages across the world but it has become particularly significant in the reading development of EFL learners. And, how to representation a new language for the first time is very important, and it has effect on achievement of students in learning English.
In recent years with the growth of media and computer technology, educators have begun to make use of multimedia and technology to improve their teaching including language learning, to improve reading in the modern society, teachers can apply the multimedia technology to assist the reading instruction. New technologies present opportunities to accomplish multiple instructional goals (e.g., integrated language skills, critical thinking, and cooperative skills). They may also be responsive to different learning styles (e.g., auditory, visual, tactile).
The practice of joining multimedia and computer technology into language teaching opens up a new possibility for EFL instructors to improve the overall quality of language instruction. Education experts not only try to find the suitable methods of teaching and learning but also to renovate the learner’s personalities and capabilities and facilitate English language learning and teaching. The goal is to change the education into the human development culture in a desirable way. Therefore there is a need to make fundamental changes in the attitude towards the educational system of the countries, and well-designed teacher preparation programs have a positive effect on reading outcomes. The teacher is a resource that helps students identify their language learning problems and solutions to them, find out the skills they need to focus on, and take responsibility for making choices which determine what and how to learn. The teacher serves as a source of information to the students about how they are progressing in their language learning. Learners are highly motivated when the language training materials they use reflect the content and contexts they are familiar with. Based on the above mentioned, teachers have to set learning goals and then change them into an instructional program with timing of activities. Compared with the traditional English teaching, multimedia is good for arousing students’ reading interest and motivating students to study English. Multimedia assists the teacher to integrate the pictures, music and video into the courseware and make the content more colorful.
In the multimedia-aided reading classroom, the teacher converts the static text into dynamic one. In facilitating L2 reading comprehension, the use of sound, pictures, and animated pictures or video in addition to text have played an important role in vocabulary acquisition and in overall text comprehension, and are unquestioned components of instructional materials for language teaching Chun & Plass, et al. (1996). Instructional materials designed and developed using multimedia have provided exciting possible learning opportunities in information, making their pedagogical effects on learning and teaching. Instructional materials developed using multimedia are believed to be able to facilitate learners’ information processing, and to enhance effective cognitive encoding due to the multiple representations that trigger both verbal and visual modes of processing in human beings.
Computer-based multimedia learning environments which include pictures and words provide an influential situation to improve students’ understanding. (Mayer & Moreno, 2002). As foreign language students are always faced with huge difficulty in learning a new language, providing multimedia environment is being used as an effective way to facilitate learning a foreign language. Learning seems to take less time when people learn languages when they have opportunities to understand and work with language in a context that they comprehend and find interesting. In this view, multimedia is a powerful means for such opportunities. Students will acquire English as they work with materials which they find interesting and relevant and which they can use in their real life. Among the educational materials which can be used on learning, multimedia have been ones which can be effective on learning reading comprehension.
Reading comprehension development is a pedagogical priority at all academic levels. In the educational field, many efforts have been made to facilitate the complex process of language reading comprehension. More recently, increasing attention has been paid to the use of multimedia for developing reading comprehension skills and the present study investigate the connection between multimedia technology and reading comprehension.
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تعداد صفحه : 189
قیمت : چهارده هزار تومان
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