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Benefits of Using Multimedia in EFL N2

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for teachers of English who would like to use video etc in classroom
Benefits of Using Multimedia in EFL Classes
Oksana Chugai Teacher of English
Gymnasia “Euroland” of European university
Nothing is impossible for a willing heart
Benefits of learning with technology in EFL classes
(Theoretical Part)
Effective using of the Interactive Whiteboard as a replacement for video and computers (Practical Part). “Mindtools” -
devices or applications which encourage use of technology (David Johassen)
Great for demonstrations
Accommodates different learning styles
Adaptable for
numerous uses
Encourages critical thinking Uses for interactive whiteboards
Operating any software that is loaded onto the connected PC
Controlling the PC, annotating a program or presentation
If provided with Audience Response system allows to carry out polls and quizzes
Great for demonstrations
Show the important features running the application from the board
Student respond to displays where colour and movements are employed
Using different kinds of visuals –
photos, diagrams, graphs, tables
Accommodates different learning styles
Tactile learners touch and mark the board
Audio learners listen to the audio script and have the class discussion
Visual learners can see what is taking place on the board
Adaptable for numerous uses
Maximizes the use of limited computer access
Groups working on the board and at the computer
The group as a whole discussing the activity
Encourages critical thinking
Teachers can present material and receive immediate feedback from students. Students can solve puzzles and match problems and then demonstrate their knowledge through a test. Video as a powerful resource for teaching and learning English
1 Contextualized information
Spoken language in action provides the soundtrack and visual information which accompanies the language helps to grasp linguistic, paralinguistic and cross
cultural information
2 Visual Aid
Still pictures help to teach, provide stimuli for the practice of language
Video gives time and movement (facial expressions of people, arm gestures, eye contact, how they move while communicating), can depict narrative even where the language is too difficult
3 Authentic material
Provides real communicative situations with real people you normally see at the cinema, on TV or on DVD.
People spend more time with audio
visual media anyway, they are familiar with video techniques, discourses and cliches 4 Active Viewing
Requires watching in a different way –
actively responding to an entertainment medium in a class
Can foster the reading habit, gives an opportunity to compare the book with the film version
Gives material for after
viewing activities –
projects, surveys, games
Tips for using video in class
Short sections should be chosen (10
The selected sections should match the purposes of the lesson
Silent viewing is recommended
Understanding of every word is not necessary
Transcript of the sections is very helpful
Selecting Material
(a magpie approach)
Drama video (films, soaps, sitcoms)
TV news and weather programmes
Discussions, interviews, TV commercials, sports programmes
Talk shows, game shows
Educational films
We can use them
As complete recordings or short extracts
For their own sake (to enjoy)
For the sake of the encounter with the culture
For listening comprehension
We can use them
To provide models of the spoken language
As input/stimulus for some other activity
As a moving picture book
„Friday afternoon‟ approach
to devote the whole lesson to an entire video programme with little preparation or follow
+ extensive exposure/novelty
doesn‟t integrate video into the normal teaching programme
Diligent watching
To work with worksheets on vocabulary, content and structure
+develops the main skills/leaves a few questions behind
ruins enjoyment/ doesn‟t suit most students/simply boring
Basic techniques for viewing
„Normal‟ viewing
The film clip is played through without pausing
Everyone can see and hear simultaneously
2) Repeated viewing
The film or parts of the film should be rewound or replayed several times for students to understand them well
3) Still picture
It can be used to concentrate on vocabulary, to predict what will happen, or check comprehension or as a cue to remind students of what they have seen
(The pause or freeze frame button will give a still picture)
4) Silent viewing
Students watch the film without sound (by adjusting the volume control)
They can focus only on the visual information as a way of previewing
They can give a description of what they see, supply their own dialogue or make predictions
5) High speed viewing
Using slow rewind or slow fast forward button students get a preview of what they will see or a reminder of what they have seen. It can be used for predicting events and pre
teaching vocabulary as well as for discussion
6) Sound only
By turning down the brightness/contrast on the screen, the picture is made invisible
Students have to guess what is happening from what they can hear
Sherman, J. 2003. Using Authentic Video in the Language Classroom.
Cambridge: Cambridge University Press.
Walker, C. 1999. Teacher‟s Guide to Using Film and TV. Longman: Pearson Education Limited.
Методические пособия
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using, benefits, multimedia, efl
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