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Computer Assisted Language Learning 2001, Vol. 14, No. 1, pp.

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0958-8221/01/1401-0003$16.00 # Swets & Zeitlinger

The EFL Teacher and the Introduction of Multimedia in the Classroom


Ma Victoria Fernandez Carballo-Calero
Universidade de Vigo, Spain

ABSTRACT
It is clear that the introduction of multimedia into our classrooms, and in particular the introduction of the multimedia computer in our English classes, cannot be carried out overnight. After establishing a series of variables as the `setting', with the presence or the absence of the teacher, the age of the students, and the role of the computer, we have to face the reality that, if we are going to introduce the computer and multimedia in our classrooms, the teacher's role must change. Not only the role of the EFL teacher will have to change, but also the reticent attitude of many of our teachers towards this kind of innovation. One of the basic necessities in our times, apart from the economic one, is the EFL teachers' training in CALL.

1. INTRODUCTION The introduction of multimedia (`multimedia' being considered the `multimedia computer') in our classrooms is a difcult matter. English classes are usually still based on `traditional lectures'. Besides the problem of economics, that is, a lack of resources, most teachers who teach this subject are still reluctant to introduce the computer into the classroom. The older teachers sometimes do not even know how to use a word processor, since they have never had to. The younger ones, however, acknowledge the advantages that technology can offer, but they have to face a number of barriers which lead them to avoid the use of computers in their language classes.

Correspondence: Ma Victoria Fernandez Carballo-Calero, Dpto. de Filologa Inglesa, Campus de Orense (Universidad de Vigo), As Lagoas s/n, Orense 32004, Spain. Fax: 998-387159; E-mail: victoria@uvigo.es

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2. `THE SETTING': THE TEACHER'S PRESENCE/ABSENCE The rst thing that needs to be dened is the `setting': is there an available teacher present, with a supportive role or, on the other hand, will the learning be carried out without any type of human support? We will assume that the teacher will be present in the classroom, as this will be the context of our eld studies, and also because we consider his presence to be of great importance as we will see in what follows. 3. COMPUTER-TUTOR, COMPUTER-TOOL It will be also necessary to decide whether the computer will be used as a `tutor', with a directive role (English courses on CD-ROM) or whether it will be used as a `tool', with a nondirective role (word-processor, e-mail, dictionaries, language corporaF F F). The teacher's presence will be more necessary when the computer is used as a `tool', since the student will not be directed by the computer and at the same time he may lack the necessary skills to use such a `tool'. We will refer mainly to the use of the computer in its role as a `tutor' since most CALL programmes are designed in this way, but even so, and as mentioned above, we do not discard the necessity, or at least the convenience, of the teacher's presence even when the computer is being used in this role. 4. AGE OF STUDENTS It will be necessary to keep in mind who the users of the software will be. The age of the students is very important in this sense. It is easier for an adult to take the responsibility for his own learning than for a child to do so. Thinking of the computer as a `tutor', a team of researchers of the University of Vigo carried out a comparative study (De Prada & Fernandez, 1999) in which they tried to analize the effects of learning English vocabulary with multimedia and compare them with the effects they saw when the subjects (children aged between 6 and 11) were carrying out a more traditional task such as `learning vocabulary with the help of ashcards'. One of the main conclusions was that the use of the multimedia computer, frequently associated with motivation and autonomy, was not a specially motivating

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element unless it was combined with different types of activities and materials. The computer became an element of practically no help if not for very autonomous or responsible learners. In this specic study, most learners preferred the use of `ashcards', which implied a closer learnerteacher contact. But we should make clear that they were working with computers as `tutors', without signicant interference on the teachers' side. However, the team members state that the conclusions refer to a specic CD-ROM English language program, sharing characteristics with most of the English language programs available on this format nowadays in the market and acknowledge the likely different results they could have reached if the learning program would have demanded on the part of the learners a more creative and motivating kind of activity in which the learning took place in a more meaningful way through, for example, the attainment of certain goals or objectives. As opposed to this, in a study carried out by Soo and Ngeow (1997), with Malaysian university students of English with multimedia, when evaluating them on what they had liked the best about the MCALL program, they frequently answered that it was the teacher's absence. But it is necessary to keep in mind the disposition of Malaysian culture to avoid running risks in front of peers or teachers. When one has considered some of the factors that come into play in dealing with the introduction of computers into EFL classrooms, it is important to draw our attention to the role of the teacher in its widest sense.

5. THE EFL TEACHER'S TASKS Oxford and Shearin (1994) summarize the English teacher's tasks:


 

to identify the reasons why the students study the TL (integrative and instrumental; but also others, such as the use of private codes, showing off, etc.); to help the students to establish their goals in a realistic way, to reach them and to assess themselves, always keeping in mind the variety of learning styles; to increase the student's motivation speaking to him of the benets of a L2; to make the class a positive place where psychological needs are satised and anxiety is reduced to the minimum;

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to insist on the students selfevaluation and encourage the achievement of certain specic goals instead of the comparison with other students; since in this way their autoeciency feeling will increase thanks to themselves and not to their peers or teacher. These tasks will add to the specic ones of the CALL teacher. 6. THE CALL TEACHER'S ROLE: CHANGES

First of all it is necessary to specify that the main objective is for the student to learn English, independently of the method, system or means. When we speak of learning English with multimedia we have to attend to the teacher's role, since it is different from the one he plays in traditional teaching based on lectures. It is obvious that the possibilities of the multimedia computer are numerous when it comes to learning a language; and possibly, learning through a multimedia computer most resembles real or authentic situations; but we must not forget that the language teacher has got answers the computer lacks; then, neither should we overvalue the role of the computer, nor should we set unrealistic goals that will be impossible to reach. In general terms, one could say that the ideal situation would be for the students to do `drill and revision' exercises with the help of the computer, and for the language teacher to devote himself to activities of a more communicative type. However, we have to keep in mind that in English classes (the case that we are analyzing) we sometimes have more than 50 students. They can be also very varied and have very different levels of English. The classes are denitely not `one-to-one' classes. Consequently, the use of the computer in the classroom is proposed as an ideal solution to make up for the limitations of the traditional classroom. The presence of the computer in the classroom would seem to require signicant changes in the teacher's role. Ely and Plomp (1986, p.246) provide us with a series of norms for the successful implementation of educational programs. In norm 6 they speak of the change in the teacher's role when media is going to be in charge of part of the content. The teacher will be less of an information-giver and more of a learning facilitator. Fewer professional teachers may be required if

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roles are modied and teacher aides or assistants are used alongside professional teachers. In no way should the teacher be denigrated: he/she is still the primary resource person now serves as more of a manager than as a fountain of knowledge. The more a teacher participates in the planning of instructional delivery, the greater the delity to an agreed-upon implementation design (1986, p.246). In rule 4 they recommend that we focus on the individual learner. The fact that the approach we follow focuses on the student (a `student-centred approach') does not mean that the teacher will not play an important role in the educational program, but rather that the teacher's role will have to change from:
     

`transferer of knowledge' to `facilitator' (Davies & Crowther, 1995); `authority' to `consultant and facilitator' (Kornum, 1992); `director of learning' to `facilitator of learning' (Brett, 1996); `sage of the stage' to `guide on the side' (Eastment, 1998); `transmitter of knowledge' to `coach', `mentor', `manager of the learning', `expert on learning psychology', `technical expert' (Soo & Ngeow, 1997); someone in charge of `telling' to someone in charge of `facilitating learning' (Laurillard, 1995);

In summary, the teacher who uses multimedia in his classes will become a `guide' (Barnett, 1993; Willets, 1992) and a `resource expert' (Willets, 1992), a `resource provider', a `mentor' (Pennington, 1996). Accordingly, it is the task of CALL teachers:
 

To examine the software attentively, before using it with students: To pay attention to individual differences among students. The advantages of multimedia systems cannot pass unnoticed. Keeping in mind that our language students have very different levels, and also that, while we are devoting our energies to the less able student, the most able one is wasting his time, and vice versa, language teaching professionals should discover teaching methods, techniques and ideas that will qualify them to teach in an effective way in the `mixed-ability' classes, and help the students to discover what they are capable of (Sela, 1995). The correct integration of the software in the curriculum. There has to be a correlation between the software and what the students are studying (Decoo, 1992, p.55). The correct elaboration of a didactic design of the several tutoring materials that he will use (Kornum, 1992). The introduction of multimedia in the

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classroom must be very well thought out. Too often the misuse of the same means, even when they are interactive, can cause reactions of rejection and gradual decay of motivation on the part of the student (De Prada & Fernandez, 1998). It is clear that the freedom to which students are exposed seems attractive at rst sight, but after a time it stops being so, at least in some degree (De Prada & Fernandez, 1998). 7. THE CALL TEACHER'S ATTITUDES When we speak of the teacher and of the teacher's role we have to consider his attitude as well, because the teacher's attitude is a basic element within the group of elements which integrate the teaching of a language with multimedia. That is to say, if the teacher does not agree with the system he is using, with the method, with the quality of the software his students are using; if he believes that the software is not the appropriate one for his students to reach their objectives, and in sum, if there is a lack of motivation or an unfavorable attitude on the part of the teacher, this attitude will be directly transmitted to the student and the system will fail. Where a CAL or multimedia package is used, it is the role of the teacher to provide the enthusiasm for, and explain the relevance of, using the courseware (Davies & Crowther, 1995, p.4) 8. BARRIERS `TO' THE INTRODUCTION OF MULTIMEDIA IN THE CLASSROOM According to Cummings (1995, pp.13-18, 1996, pp.18-20, 30) cited in Blin (1997, pp.119-137) there are six categories of barriers that discourage the academic staff from using educational technology, and that consequently will affect their attitudes: 1. Incentives. The fear that technology will replace them. This is a reason also pointed out by Tanguay (1997), who believes that the fear is unfounded, since there will be always a human being on both sides of the teaching equation. What happens, he explains, is that the computer located between the two human beings becomes more and more effective, when it improves both the teaching and the student's learning abilities.

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2. Educational technology understanding. 3. Model of teaching. The change in the educational system and in the teacher's role. 4. The lack of resources access. 5. Technological challenges (virus, reliability, constant changes of systemsF F F). 6. Institutional traditions (curriculum, staff overloadF F F). 9. LACK OF ENGLISH FACULTY'S TRAINING IN CALL The solution would be in adequate teacher training, as Little recommends: If we are to achieve large-scale progress in the promotion of learner autonomy we must now bring our focus of concern back to the teacher, and especially to the way in which we organise and mediate teacher education. (Little, 1995, p.180, cited in Blin, 1997, p.129). To be at the forefront of the new technology, the faculty will need to be trained. According to Eastment (1998, p.5) this training should not be in how to use certain learning packages, since they change very fast, but rather the training would be directed to the acquisition of essential skills:
   

Searching for specic information, on the Internet or on disks. Evaluating which material is good, and which one is not, which material meets our necessities and which one does not, etc. Creating documents. Students need to know how to publish information on the web and as well as how to create other multimedia elements. Integrating the new technology in their teaching.

We are living in the age of computers, and surprisingly enough, language teachers are, in general, reluctant to include them in their classes. Paradoxically, there are teachers who work with the computer, they do research using the Internet, they use the word processor, they consult encyclopedias on CD-ROM, they communicate with their colleagues through e-mailF F F, but they refuse to use these resources in class, with the enormous amount of possibilities they offer, and even more for a language class (most of the information on the Internet is in English, students can contact native speakers from other countries through e-mail, a lot of didactic material exists on CDROM support, etc.). In Burke's words,

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We seem to want this access for ourselves in our research but not for our students in our classrooms (Burke, 1994, pp.2/6)

10. ECONOMIC ASPECT Another factor that needs to be taken into account is economics. In the case of Spain I consider this factor fundamental. Most state universities do not have the desirable number of computers. The same holds true for private schools, which incline to be better off than public institutions. Many teachers do not have free access to the Internet, and the number of students that can use it is very low, in comparison with other countries.

11. RESULTS OF A FIELD STUDY ABOUT ENGLISH FACULTY'S ATTITUDES TOWARDS THE INTRODUCTION OF MULTIMEDIA IN THE CLASSROOM (FERNANDEZ, 2000) Because of the importance of the teachers' attitudes towards the introduction of multimedia computer into the language classroom, a research study was carried out in Orense (Spain) on the EFL teachers' attitudes towards the introduction of multimedia into the language classroom. The idea of carrying out this study arose from the conviction that the EFL teacher's attitude would be a key element when it came to take to practice the use of the computer in the English language classroom. As opposed to other countries, where students have free access to computers and the Internet in most public institutions, this was neither the case in Orense (where the study was carried out) nor in many Spanish places, and being conscious of the fact that one day technology will be within everybody's reach, and of the advantages it will offer to English language teaching, this study was decided to be carried out to nd out how teachers would cope with this situation. Twenty-six secondary EFL teachers and one EOI (Ofcial School of Languages) EFL teacher took part in such study. Out of these 27, 10 work in villages and 17 in the city of Orense. A questionnaire with two very different parts was used in this study: (a) personal details.

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(b) a series of statements to assess from 1 (strongly disagree) to 5 (strongly agree). This second part of the questionnaire is totally based on the one offered by Daud (1995): `A computer attitude scale for language teachers'. These questionnaires were sent to different centres. Answers from 27 English teachers were received. If we study thoroughly the results of the tables (we have left out the neutral ones), we can infer from them that these English teachers, in general, neither think that English teaching is better without computers (59.247.40%), nor that computers have limited application in foreign language teaching (66.66 3.70%). In fact, they look forward to the time when computers will be used more in language teaching (48.143.70%), but most of them acknowledge that the use of computers in the classroom has much to do with the needs of the centre (62.953.70%). However, they are not so sure whether computers are really necessary (25.9114.8%), whether they are as important as books (25.92 11.10%), or whether they can be used as private tutors (37.0325.92%). On the other side, they consider that the faculty's training should be compulsory for everybody (59.2514.81%), that the use of computers offers more advantages than disadvantages to teachers (59.250%) and that computers would make lessons more interesting to students (77.760%) and teachers (37.033.70%), and teaching would be easier (59.250%). However, again, they are not so sure whether computers would increase the interaction teacherstudent (22.2214.81%). They think that the use of computers would motivate the student to study (81.470%), that they would improve the students' attitudes towards the learning of a foreign language (48.1411.10%), and that they would make them more active (48.1414.81%). They think that computers would increase the interaction among students (40.7311.10%) and that they would make learning easier (37.033.70%). Finally, and regarding the students' skills, EFL teachers in Orense consider that computers would improve the students' four skills, that is listening, speaking, reading and writing (48.143.70%), their communicative skills (51.840%), and that these skills would be applicable outside the classroom (55.540%). In summary, one could say that the average EFL teacher would be in favor of the introduction of the computer in the classroom, he considers the computer as a valuable resource, but he does not have experience in using it, and for this reason he feels the need to be trained and realizes he lacks the necessary skills.

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The fact that he is not so sure whether computers are as important as books may be related to the fact that he has never worked with computers in language teaching. In fact, the idea that language teaching would be easier with the help of computers (59.250%), we think, has something to do with not having used them so far; since the preparation required by a multimedia language class, and the work that can involve its implementation is much more complicated and demands much more dedication than the complicated it can get to be, or the dedication a language class based on `lectures' may involve. Let's think only of the time that could be required for the preparation of a language class where the Internet or a specic CD-ROM is going to be used, and of the problems and questions that could arise in its implementation. Without any doubt, one of the most important and decisive points in the specic case that we are studying, is related to the economic needs of the centre, and our teachers are deeply aware of it.

12. CONCLUSION Nowadays, in Spain, and we generalize, we do not have the desirable number of computers in all our centres. We do not either have easy access to the Internet in all them, and many times, if we do, its use is restricted to teachers. Most English teachers are not familiar with CALL, and consequently most of them ignore the possibilities that CALL can offer us. This, however, does not mean that they would never take advantage of computers. What is needed is training, EFL teachers' training in CALL. There will be a time when technology is present in our classrooms and computers will be there to be used and for their possibilities to be taken advantage of in our language classrooms. At this moment, their use in the English class is a challenge for most of our English teachers, but I truly believe that we should begin to think about facing this challenge before it is too late; and, without any doubt, the faculty's training in CALL is one of the matters which has yet to be dealt with. By the moment technology is accessible in our centers, we should take advantage of it. Humans are powerful and computers are powerful, and together, they are extremely powerful (Tanguay, 97, pp.3/5).

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