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• W2562096314 abstract "In the present age, students’ acquisition of a language is measured in term of their ability to communicate in the language rather than examining their grammatical skills. Many educational institutions have taken an extreme step by including a network of computers and related software, cassette players and slide projectors as a part of English teaching methodology. Though computer is not an odd word in developing countries, many teachers are reluctant to use gadgets in teaching English in the classroom. This paper explores the role of multimedia as effective tool and suggests the involvement and participation of teachers in the teaching process through electronic gadgets. English plays an important place in every student’s life directly or indirectly. Though, chalk and board method is unbeatable, using technology in the process of teaching English benefit learners voluminously. English should be considered as a language rather than a subject by adult learners. In this competitive world, most of the institutions have set up language lab for their students to learn English. At present, multimedia lab is quite attractive and instilling the interest of learning the language. The difference between a normal language lab and a multimedia lab is that the former provides audio equipment through which learners can listen to the tapes, record their voices and communicate with the teacher, while the latter operates as a multifunction tool through which students can either listen to the tapes, watch videos and different TV channels, access internet or communicate with another while the teacher can operate technical equipment to group or to pair students and hold discussions within the class. Such video cameras and computers assist teachers in their jobs, bringing the outside into the classroom, and, in short, making the task of language learning a more meaningful and exciting one (Brinton, 2001, p. 460). II. Literature review For ages, teachers come out with unique ways to teach students. The trend is slightly modified from teaching of discrete grammatical structures to the fostering of communicative ability. Multimedia is a boon to teachers, academicians, educationalists and experts to attract learners by its colourful and useful functions. Brinton (2001) supposed that multimedia tools serve as an important motivator in the language teaching process because media materials can lend authenticity to the classroom situation, reinforcing for students the direct relation between the language classroom and the outside world (p. 461). Media helps to kindle the learning interest of learners. The computer tools like internet, audio or video clips help learners to interact or listen to the native speakers; this increases the morale of learners. Using video, audio clippings in the classroom is a stimulus for students to communicate about anything interesting as Whatsapp or Facebook has become a common ‘syndrome’ for youth to view and read anything under the sun. Modern facilities make it possible for the teacher to present different sections of the video once or several times in different ways. Exercises such as class surveys, problem resolution, video title and ending discussions, brainstorming, video summaries, and information-gap exercises can aid learners to hone their cognitive skill." @default.
• W2562096314 created "2017-01-06" @default.
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• W2562096314 date "2015-01-01" @default.
• W2562096314 modified "2023-09-27" @default.
• W2562096314 title "USE OF TECHNOLOGY IN ENGLISH TEACHING CLASSROOM - A STUDY" @default.
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