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Integrating multimedia into the Business English curriculum: a case study
PERGAMON
English for Specific Purposes 19 (2000) 269±290 www.elsevier.com/locate/esp
Integrating multimedia into the Business English curriculum: a case study Paul Brett * 17 Saltney Close, Shrewsbury, Shropshire, UK
Abstract Opportunities to deliver language learning through computer-based multimedia environments, with their capacity to deliver and juxtapose all the traditional media of language learning alongside pedagogic tasks, are set to increase with the expansion of digital communications. Multimedias emergence has implications for self-study and integration with institutional classroom-based instruction. This article describes the formal integration of two interactive multimedia Business English CD-ROMs into the self-study curriculum of sixty undergraduate learners. Data on learners' attitudes, changes in their attitudes, learner strategies, patterns of use and performance on a formal test were collected to evaluate this curriculum innovation. Positive learner evaluations, for the use of multimedia, for its perceived learning eects and as means for self-study, together with self reports of productive language learning strategies and comparable achievements on the formal test, provided evidence for the success of the innovation. Decreases in the strength of positive evaluations, the use of some unproductive strategies and problems with hardware availability revealed aspects of the innovation needing reconsideration. # 2000 The American University. Published by Elsevier Science Ltd. All rights reserved.
1. Introduction This article reports on a study designed to investigate the viability of the formal integration of multimedia Business English software into an undergraduate * Corresponding author. Tel.: 01743-243106 (home), 01902-322671 (work). E-mail address: [email protected] (P. Brett). 0889-4906/00/$20.00 # 2000 The American University. Published by Elsevier Science Ltd. All rights reserved. PII: S 0 8 8 9 - 4 9 0 6 ( 9 8 ) 0 0 0 1 8 - 0
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curriculum. Traditional language teaching media of video, pictures, sound, and text, can now be combined with aspects of language teaching methodology such as tasks and feedback, through computer-delivered multimedia. Opportunities to provide interactive multimedia language learning materials are expanding through CD-ROM and digital video discs (DVD), through the World Wide Web, through the use of local area networks and through interactive digital television. Reasons for language educators to be interested in the application of computer-based multimedia to language learning come from second language acquisition theory, in particular the negotiated interaction model (Doughty, 1991; Pica, 1994), from moves towards autonomous learning (Dickinson, 1987) and from research into the eectiveness of multimedia (BorraÁs & Lafayette, 1994; Brett, 1997). There are examples of successful integration of text-based computer programs alongside institutional programmes, for instance to teach grammar (McCarthy, 1996). Although multimedia would seem to be a useful environment for facilitating language learning, there have been few moves to formally incorporate its use into the language curriculum. This article describes an attempt to integrate the use of interactive multimedia Business English CD-ROMs as an assessed component of an undergraduate module in Business English. Evaluation of this integration is based upon data from student questionnaires, observations of use and comparative test grades. The study showed some clear areas of success in its attempts to integrate multimedia with the curriculum but that some aspects of such a deployment will need reconsideration. 1.1. Why should the integration of multimedia into the Business English curriculum be considered? A consideration of White's (White, 1988: 144) outline of the questions to be considered in any curriculum innovation provides the background to this project. The aim was to integrate two interactive multimedia programs, designed to develop both the listening skills and the language awareness of undergraduate learners of Business English, as a compulsory self-study component of a semester long module. The pedagogic reasons for considering that the use of multimedia might be bene®cial for language learning are expounded in the section below. The learning context provided further reasons. Learners' opportunities to listen to Business English were limited, although studying in the L2 country. Class contact time restrictions meant that guided practice in listening to Business English was also limited and it was felt that the time allocated to learners for self-study was not being spent in the most constructive fashion. Lastly, by allocating some of learners' self-study hours for the development of listening skills more class contact time was made available for teacher intensive activities. The intended end result was that learners should use the multimedia software and be able to demonstrate this use through successful completion of a written test. An important intended outcome, only indirectly measurable, was that all learners would have undertaken individualised and guided practice in listening to Business English and through
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interacting with the language input have increased their listening competence, vocabulary and language awareness. Evaluation of the success of the integration was only partly to be through completion of the written exam. Other measures of its success were to be gained through learner questionnaires about the innovation, through observed patterns of use and comparisons with other semester grades.
2. Multimedia as a useful language learning environment This section examines why multimedia software might be considered useful for language learning and provides the major reasons for this curriculum innovation. These justi®cations are taken from the negotiated interaction model of language acquisition, from research into the eectiveness of multimedia, from the desirability of promoting autonomous language learning and from the institutional context of language learning. 2.1. Multimedia and the negotiated interaction model of second language acquisition The model of second language acquisition (SLA) which underpins the potential of multimedia is the negotiated interaction model and the link with multimedia has been outlined by Doughty, 1991. In brief, this model maintains that language input is a prerequisite of acquisition, that it is comprehensible input which provides the richest source of language for acquisition and that it is the process of the negotiation of comprehensibility which facilitates acquisition. Researchers such as Hatch (1978) and Long (1985) noted that interactional moves such as clarifying, checking, repairing and con®rming meanings, all developed mutual understanding. It is the use of these strategies which, it is supposed, facilitate the comprehension of input and therefore acquisition. Pica (1994) has further suggested that the relationship of negotiation to language acquisition is, that negotiation during interaction aords access to language forms, and that it is this access to form that then in turn leads to comprehension. Multimedia may provide an environment rich in opportunities for learners to negotiate their understanding. It can deliver learner-controlled video as the main source of input. Video can be juxtaposed with meaning-focused tasks to be completed while watching. Feedback on task success can be presented instantaneously and may serve to con®rm and check understanding and realign on-going interpretations. The provision of written subtitles should help to ameliorate any problems of decoding fast, authentic streams of speech. Glossaries of de®nitions can be provided, as well as advice on useful language learning strategies. Such resources, provided to back-up input, can be used as and when required by learners to enhance and increase understanding.
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2.2. Research into the eects of multimedia on language learning Investigations of language learning through the use of multimedia report learning gains in a variety of knowledge and skill areas. The ®ndings of some of these are discussed here. To begin, it is also worth noting that research into the eects of the individual components (the ``multi'') of the multimedia, when used outside of the computer domain, also report learning gains. The use of video has been found to develop listening skills eectively (Rubin, 1994; Secules, Herron & Tomessello, 1992; Herron, Morris, Secules & Curtis, 1995), grammar (Ramsey, 1991) and have added aective and attentional advantages (Baltova, 1994). Studies into the eects of subtitles also report gains (Price, 1983; Garza, 1991; Danan, 1992; Vanderplank, 1988, 1990). D'Ydewalle, Praet, Verfaille and Van Rensbergen (1991) found that the attraction of subtitles to the eye, even with L1 sound track and subtitles, was automatic and occurred due to the cognitive priority of visual processing rather than aural processing. The use of subtitles raises the question as to whether learners are reading, listening or doing both either simultaneously or alternatively. If they are just reading then such a provision could be argued to be detracting from any development of the listening skill. Comprehension researchers such as Lund (1991) view reading in L2 to be more developed and to lead to more ecient comprehension of ideas than listening. The eects of computer feedback also have been shown to be positive (Bationo, 1992; Brandl, 1995). In summary, it appears that the use of video, tasks, subtitles and of feedback, when used outside of the multimedia environment, positively enhances comprehension. There are a few studies of the eects of multimedia to report, all of which seem to demonstrate positive eects. BorraÁs and Lafayette (1994) investigated the use of subtitled-multimedia courseware on the spoken performance of students of French. They found signi®cant eects of the use of subtitles on spoken performance. They also found that those subjects viewing with subtitles spent less time watching the video sequence than those without subtitles and had more positive reactions to the application than those who used subtitles. Johnstone and Milne (1995), in a year-long study, showed that the use of a teacher-controlled multimedia tool increased the amount of communicative discourse in the classroom by both teachers and pupils. JakobsdoÂttir and Hooper (1995) used a multimedia delivery within Total Physical Response methodology to investigate eects on listening skills of text and spoken words. Post-treatment tests showed signi®cant eects for the combination of words and text. Chun and Plass (1996) found positive eects for the learning of German vocabulary through a multimedia program. Annotations combining pictures and text were found to be more eective than those using video and text. Brett, 1997 investigated listening performance in a computer-based multimedia environment, comparing learner success rates on comprehension and language recall tasks while using the three dierent input options of audio, video with pen and article and multimedia. Results on the exact same tasks showed more eective comprehension and recall
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while using multimedia than the other media. The reasons proposed were eciency of delivery with all the media for input and learning tasks in one place, together with the incisive and supportive nature of the on-going feedback in guiding learners to correct interpretations of the message and into the constant monitoring of their interpretations of the message. In summary, research into multimedia indicates it might be eective for language acquisition. 2.3. Multimedia and self-instruction in listening The listening skill is obviously vital to communicative performance and has been charged with having a key role in SLA (Krashen, 1985; Rost, 1990; Rubin, 1994) as it provides a channel for input that may become ``intake''. Multimedia ®ts well into moves to make learners more autonomous (Dickinson, 1987) and able to take control over and responsibility for their own learning. Rost (1990: 234) believes that to develop listening skills `` . . .self instruction can play a vital complementary role to classroom instruction'' and he outlines how this might best be achieved but maintains that the aid of a trained instructor is necessary. Among the criteria and roles for an instructor that he outlines are selection of motivating authentic materials accompanied by an appropriate variety of tasks, ``promoting appropriate listening strategies to deal with particular learner needs'' (ibid.) and the provision of feedback on learners' progress. Although Rost discusses this with audio tapes in mind, it is clear that multimedia adequately provides a tool which can deliver many of these prerequisites for eective self-instruction in listening and take on some of the roles of the instructor. Well-designed software, together with the vast storage capacity of CD-ROMs, provide a range of media and learning material to enable the learners to adapt the learning experience to their own needs and learning styles by selecting compatible combinations of the options. Combined with the feedback element, multimedia is the most sophisticated selfstudy tool to date, aording choices which accommodate learners with dierent interlanguages, cognitive and learning styles, and needs, allowing learners to mould the learning experience to their own preferred strategies. They also provide learners with a forum for experimentation and exploration of their individual learning preferences and learning processes. The fact that the learner needs to make such choices and selections for the provision of the learning experience may produce a more aware and empowered language learner. Multimedia should provide a fruitful environment for independent language learning and listening skills development. 2.4. Multimedia and the context of higher education Multimedia may also assist in the provision of language learning opportunities within the context of Higher Education and institutions. This study took place in a University in the U.K. where the ratio between sta contact time and self-study time is 1:2. Students are expected to study alone for at least 6 hours per week.
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The greater part of the work reported here was not monitored by sta. Multimedia with its suitability for self-study, its probable eectiveness and its malleability to the individual should provide a useful tool for integration into the self-directed study component of Higher Education modules. 2.5. Language learning in the digital age With the advances in digital technologies the possibilities to deliver interactive language learning in multimedia formats will expand beyond CD-ROMs. The next wave of technology includes Digital Video Discs which will operate via a PC but have 8 to 18 times the amount of space of a CD-ROM. Advances in the World Wide Web and in institutional Local Area Networks will lead to on-line multimedia software. Digital TV could bring interactive language learning materials directly into homes. Language learning delivered by traditional means may be augmented by such technology and it is for language educators to ascertain its potential and to explore the most productive ways to use it to facilitate language learning.
3. The study 3.1. Aims To successfully integrate any computer-based element into a language learning programme means matching appropriate software and hardware provision for pedagogically sound motives and for reasons that learners can perceive as relevant to their learning objectives. Given the possible bene®ts outlined above, there would appear to be sucient pedagogic grounds to include the use of multimedia in the language curriculum. This study aimed to establish whether the integration of multimedia as an assessed self-study component of a Business English module would be seen by undergraduate learners to be acceptable and useful. In order to provide an insight into the potential learning value and the limitations of multimedia used in this way, it aimed to gather information about learners' strategies with multimedia and consider whether these might match eective language learning strategies. The study also compared learners' semester grades with those obtained on the multimedia assessment.
4. Methods 4.1. Subjects The subjects were 64 undergraduate learners of Business English, studying at a University in Britain, for a degree in Business and Languages. Their nationalities
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were almost equally French, Spanish and German, with a few Dutch. All were computer literate. They comprised four separate classes. 4.2. Multimedia software Two CD-ROMs were used in the study, Introduction to a British Company (1994) and Managing Quality (1995). The learner interface of the latter is shown in Appendix A. These were designed to be used as a free-standing resource to develop the listening skills of upper-intermediate plus learners of Business English. Each is based around 30 minutes of natural, unscripted and authentic spoken Business English on video, using real business people talking about their own companies, roles and spheres of work. A series of before watching, while watching and after watching tasks are based around some 18 clips of video. Feedback on performance on these tasks is given instantaneously in the form of right or wrong messages. The video is fully subtitled and learners can choose whether or not to use these. A series of language awareness tasks covering 18 areas of business vocabulary, grammar and functions is also provided. The rationale behind the language learning design of this software is described in detail elsewhere (Brett, 1995). The software was assumed to be relevant, interesting and potentially bene®cial to these learners of Business English. This had been con®rmed by informal reports and observations of classes which had used the software nonformally. 4.3. Data collection Subjects were introduced to the software during their class periods of 2 hours in the fourth week of a 12 week semester. They were shown how to access the CDROMs and how to use the software. They then used the CD-ROMs as they wished for the remainder of the class. During this session they were told about the assignment, how they would be examined on the material and the assessment criteria. The CD-ROMs were available for learners to borrow from the self-access centre and records kept on patterns of borrowing. Following the lab session, subjects anonymously completed a ®ve point Likert scale attitude questionnaire. The statements used are those shown in Table 1. The formal test was given at the end of the semester and is shown in an abbreviated form in Appendix B. This was written to gain some measure of comprehension and recall of the content matter covered in each of the CD-ROMs, as well as for elements of the language awareness areas. Questions 1±3 asked about each of the two companies, the role of some of the people in the video and about the key business concepts discussed. Questions 4±6 focused on knowledge about the language and this material was to be found in the business vocabulary, grammar and functions section of the software. Following the test, learners completed a retrospective version of the questionnaire mentioned above. Their responses to the pre-test questionnaire were not in front of them when they
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Table 1 General attitudes to the use of multimedia software for an assessment given in percentages for before, after and of change (the full results are in Appendix B) General attitudes to the use of multimedia software Attitudinal Element It will be/was useful It will be/was interesting
Before After % change Before After % change
N
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
60 43 Ð 55 45 Ð
36.67 11.36 ÿ25.30 21.82 8.7 ÿ13.12
48.33 45.45 ÿ 2.88 65.45 47.83 ÿ17.63
6.67 29.55 22.88 9.09 36.95 27.87
8.33 9.09 0.76 3.64 4.35 0.71
0.00 4.55 4.55 0.00 2.17 2.17
completed the post-test questionnaire. The grades gained on the tests were then compared with subjects' average grades from their other assignments completed in the semester.
5. Results This section ®rstly reports on learners' pre- and post-test reactions to their use and the integration of the software. These ®gures are partly given in Table 1, with the full questions and ®gures in Appendix B. 5.1. Attitudes to using multimedia Subjects were asked about their attitudes to using the multimedia software in four dierent areas. These were general attitudes, attitudes to its learning eectiveness, attitudes to using multimedia for self-study, and attitudes towards its use for an evaluated assignment. Tables 1 to 4 (full results given in Appendix B) all show that initial subject reactions were extremely positive in all four attitudinal areas. They also show though that post-test reactions were far less positive, although the majority remained on positive side of neutral. Table 1 is concerned with general attitudes to multimedia and shows pre-test and post-test scores on general attitudes to multimedia. Positive attitudes are indicated; for example, pre-test results showed 85% agreed or strongly agreed that it would be useful and 87.27% agreed or strongly agreed that it would be interesting. Initial evidence to justify the use of multimedia as a mandatory part of the course and mirrored ®ndings in a previous study (Brett, 1996). However, posttest reactions showed a marked decrease in positive reactions across all areas. For example, for ``usefulness'', 25.3% shifted away from strongly agreeing and 22.8% more were neutral, and for it being ``interesting'' 27.87% more were now neutral. Nevertheless, even directly after the test the majority of subjects displayed positive
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Table 2 Attitudes to the learning potential of multimedia software for an assessment given in percentages for before, after and of change (the full results are in Appendix B) Attitudes to multimedia software as an eective language learning tool It will improve/ improved my listening skills It will improve/ improved my knowledge of English e.g.: vocabulary
Before After % change Before After % change
56 47 Ð 59 44 Ð
35.71 4.26 ÿ31.46 37.29 4.26 ÿ33.03
53.57 55.32 1.75 55.93 63.83 7.9
10.71 25.53 14.82 6.78 25.53 18.75
0.00 8.51 8.51 0.00 4.26 4.26
0.00 6.38 6.38 0.00 2.13 2.13
Table 3 Attitudes to self-study and the use of multimedia software for an assessment given in percentages for before, after and of change (the full results are in Appendix B) Attitudes to the use of multimedia software as eective self-study tools It will give/gave me no control over my learning It will allow/allowed me to work at my own speed
Before After % changed Before After % changed
58 46 Ð 58 46 Ð
3.45 2.17 ÿ1.27 25.86 15.22 ÿ10.64
12.07 15.22 3.15 56.90 65.22 8.32
20.69 39.13 18.44 13.79 13.04 ÿ0.75
41.38 41.3 ÿ0.07 3.45 6.52 3.07
22.41 2.17 ÿ20.24 0.00 0.00 0.00
Table 4 Attitudes to the use of multimedia software for an assessment given in percentages for before, after and of change (the full results are in Appendix B) Attitudes to the use of multimedia software for an assignment It will be/was an interesting assignment
Before After % changed I will have/had problems with this assignment Before After % changed
59 16.95 46 4.35 Ð ÿ12.6 59 0.00 42 2.38 Ð 2.38
40.68 43.48 2.8 6.78 19.05 12.27
22.03 11.86 8.47 30.43 15.22 6.52 8.4 3.35 ÿ1.95 38.98 40.68 13.56 40.48 33.33 4.76 1.49 ÿ7.34 ÿ8.8
attitudes with 56.81% still strongly agreeing or agreeing that it was ``useful'', and 56.53% likewise, that it was ``interesting''. Similarly trends were found for the attitudinal elements of: ``motivating''; ``waste of time''; ``dicult''; ``fun''; and ``complicated''. Attitudes to multimedia after the test remained positive, but less strongly so. Table 2 shows that initial attitudes to the learning potential of multimedia were extremely positive, but post-test were less so. For example, pre-test attitudes had
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89.28% agreeing or strongly agreeing that multimedia would ``improve listening skills'' and 93.22% agreeing or strongly agreeing that multimedia would ``improve their knowledge of English''. Despite the swing away from such strong positive evaluations, the majority were still on the positive side of neutral. For example, 59.58% still agreed or strongly agreed it had ``improved their listening skills'' and 68.09% likewise that it had ``improved their knowledge of English''. Similar trends were found for: ``eective in developing my Business English''; ``be relevant to me''; and ``improve their English''. Figures in Table 3 showing pre and post-test attitudes to the multimedia software as a self-study tool, reveal a similar pattern. Initial reactions being very positive and post-test attitudes showing a marked decrease in the strength of positiveness, but still remaining for the most part favourable. A notable exception is the item ``more useful than listening classes with a teacher'' (Appendix B with post-test results showing a clear majority 42.54% strongly disagreeing that was the case! Table 4 gives subjects' opinions on using multimedia as an assessed part of the module and similar trends can be seen. Strong initial favourable attitudes, a shift to less favourable, but overall attitudes remaining in support. 5.2. What subjects liked and disliked about using the CD-ROMs for an assignment Subjects were asked in open-ended question format, both on introduction to the assignment and immediately following the test, to name three things they liked and disliked about using the CD-ROMs as an assessed element of the module. Subjects' likes in pre-test reports were: language learning (N = 33), e.g., ``I can check my answers''; computers (N = 17), e.g., ``More interesting to work with computers''; self-study (N = 14), e.g., ``you can work whenever you want''; motivation (N = 11), e.g., ``I think it is very interest (sic)''; general (N = 3), e.g., ``I can use it for another module''. In post-test reports the order and number of ``like'' responses had decreased. The post-test reports showed language learning (N = 20); self-study (N = 17), an increase; general (N = 8); motivation (N = 4); computers (N = 4). A notable decline in enthusiasm for computers. As to subjects' reports on dislikes, pre-test reports showed: computers (N = 8), e.g., ``I don't like computers or working with them''; self-study (N = 8), ``I'll be obliged to come in my free time''; general (N = 5), ``It's more work''. Reports on dislikes in post-test reports showed an increase and two additional categories mentioned. The aspects reported as disliked after the test were: computers (N = 15), ``Computer room too crowded''; self-study (N = 8), e.g., ``lack of time''; exam element (N = 7), e.g., ``To study CDs as part of an exam''; motivation (N = 6) e.g., ``It's boring after 2 hours''; language learning (N = 6) ``not relevant to improve business English'', general (N = 2) e.g., ``I don't have to know about these companies''. In summary, the obvious post-test changes in dislikes were an increase in dislike of computers and that of displeasure with the exam aspect of using multimedia.
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5.3. Learners' strategies with the multimedia software Subjects were asked in the post-test questionnaire to report on the strategies they had used with the software in order to match these with such strategies that might be considered bene®cial to language acquisition. Those reported were: Watching/Listening (N = 21); Doing the comprehension tasks, (N = 18); Notetaking summaries (N = 12); Writing down all the transcript, (N = 10); Watched with the subtitles, (N = 9); Did the vocabulary exercises, (N = 6); Using the online glossary, (N = 6); Did the grammar exercises, (N = 3); Printing out, (N = 3); Watched without the subtitles, (N = 3). These strategies need to be considered in the light of subjects' learning objectives, which were successful completion of a written exam. Most strategies reported, apart from one, might also be considered useful language learning strategies in their own right. Note-taking, watching the authentic video, using the subtitles to con®rm and to check comprehension, doing interactive grammar and vocabulary tasks and using the glossary resource, might all be viewed as bene®cial language learning activities. Writing down the whole transcript however, might be considered a useful exam passing strategy, enabling revision when the computers were not available, but probably not as a time-eective language learning strategy.
5.4. The patterns of use of the multimedia software The pattern of borrowing of the software, shown in Fig. 1, indicates that after introduction to the assignment and the software in November, there were very few users until the time the test approached in January. This was not how students were encouraged to approach the use of the CD-ROMs; they were advised to use them for an hour per week. Despite extremely favourable initial reactions to the value of multimedia, subjects did not then make use of it until the test loomed. This pattern seems to contradict the initial evaluation of the usefulness and eectiveness of multimedia. Despite rating it as highly eective, subjects had not been motivated to exploit it until the test was near. However, it may be that subjects thought they were going to have to use the software anyway and so they might as well leave it until nearer the time of the test. It may also be that the recall element of the test meant use was deferred. Interestingly though, there were continued borrowings after the test had been completed! The frequency of borrowing and the time spent using the multimedia software as reported by subjects are shown in Figs. 2 and 3. These again reveal patterns of use connected to the necessity of preparing for an exam. The majority report only using it when the exam was near. The average amount of time spent using the software at each session is probably larger than that which might be viewed as productive and shows exam-oriented strategies.
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Fig. 1. The amount of borrowings and the dates of borrowing of the multimedia software.
5.5. Comparison of subjects' performance on the multimedia test with other semester scores Comparing the average grades for four pieces of assessed work that the subjects completed over the semester (see Table 5), with the average grade on the multimedia assignment, shows grades to be on average 0.73 lower. The standard deviation from the mean was also higher; however t-tests showed that the grades had not come from a dierent sample. 5.6. Limitations of the study Mention should be made of some of the limitations of this study. Numbers of responses to the post-test questionnaires were less than to the initial one,
Fig. 2. Subject reports about their frequency of borrowing.
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Fig. 3. Subjects self-reports of time spent using the multimedia software.
providing a smaller sample. The study only used two pieces of similar multimedia software and reactions would probably dier with dierent multimedia software. The use of self-reports on strategy use might be questioned, as subjects may have written what they felt should have been done with the software and not what they actually did. Language testing specialists may question the validity and reliability of the test. No attempt was made to measure and quantify any gains in learning, as it was hoped that this had happened for dierent learners in dierent ways. Finally, no comparison was made between using multimedia for assessed selfstudy with other types of materials. 6. Discussion: the success and failures of the integration of multimedia This section summarises the successes and failures of this curriculum innovation indicated by the data. There is some evidence that multimedia software can be used to supplement taught classes. The obvious outcome is that the multimedia was used by all learners, the test was completed satisfactorily and learners' results did not dier signi®cantly from those achieved on their other assessments. Learners' initial opinions on using multimedia were positive. Opinions were less enthusiastic immediately following the test, however they remained mostly positive for the majority in all four attitudinal categories. General attitudes: ``useful'', ``not a waste of time'', ``not complicated'' and ``interesting'' were positive and,
Table 5 Grades on the multimedia test compared to average grades over other assignments
Average student score SD t-test a
For the other assignments (max = 16)
On the multimedia test (max = 16)
Dierence
10.59 2.11 1.527a
9.86 3.21 Ð
ÿ0.73 Ð
not signi®cant at P > 0.05.
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importantly, so too were attitudes to the language learning potential of multimedia i.e. ``improved listening'', ``knowledge of English''. There were also positive reactions to the use of multimedia for self-study and for its use as material on which to be tested. Open-ended questions con®rmed this data, with the major ``likes'' being for ``language learning'' and ``self-study''. The strategies that learners used e.g., ``note-taking, watching the video, task completion and use of glossary'' might all be seen as useful language learning activities. There was also evidence of continued use of multimedia after the test. There were however, also areas where the success of this curriculum innovation might be questioned. The most obvious being the decrease in the extent of the positiveness of attitudes from the initial to post-test questionnaire. General attitudinal elements such as ``motivating'' and ``fun'' were on the negative side and the majority of learners were neutral as to the ``eect on their Business English''. For self-study, learners were now not so sure it would ``encourage them to study alone more'' and seemed less certain they had ``done well on the assignment''. The open-ended questions showed a large increase of mentions of the dislike of ``use of computers'', of being involved in ``self-study'' and of the ``exam''. Two learning strategies mentioned did not match the aims of developing listening comprehension, namely ``copying down'' and ``printing out''. The heavy pattern of borrowing and the reported amounts of time spent with the software were not what was hoped would occur.
7. Implications Implications of this study discussed here are: for the integration of multimedia software, for using this in an assessment, for the autonomous development of listening skills and for deployment in the context of institutional language learning. The section concludes with the possible advantages of multimedia for SLA. 7.1. Multimedia and its integration into the language curriculum The research reported above and the results gathered here from subjects' evaluations of their learning outcomes, its integration and usefulness as a selfstudy tool together with subjects' successful completion of the assignment provide evidence that multimedia can be integrated into the curriculum. The pre-test questionnaire results suggest that learners would support, accept and welcome such a provision. The post-test questionnaire ®gures seem to show that such support is still apparent but not as strong after extended use for the purpose prescribed in this study. Taking the less supportive post-test ®gures, it appears that general attitudes were positive, attitudes to its learning potential were positive, as they were to its ability to be used as a self-study tool. The selection of multimedia software appears to have matched learner abilities and to have had
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face validity. The hardware provision seems to have been lacking especially in the face of heavy last week use. This patterns of use, heavy exploitation near to test time, suggest that, although learners valued their work with the software, it was not being exploited in the optimum manner. This gives rise to a predicament Ð interaction with multimedia might be thought to promote language learning, learners agree that it appears to be useful and report it to have been useful, yet patterns of use show that the resource was only heavily exploited around the test time. While such strategies are optimal for exam grades, less intense exploitation over a longer period of time might be thought to be more bene®cial for developing listening comprehension and increasing language awareness. I suspect, however, that such maximisation of eort would have occurred near to any exam, whatever the material or mode of delivery and is the result of its use being mandatory. This still leaves the dilemma of how best to augment formal classes with multimedia and how to dove-tail any self-study component of formal language courses and ensure that it is undertaken. 7.2. Multimedia and formal evaluation The use of a formal test linked to the software was to maximise motivation to use the multimedia, as we believed this would both develop listening skills in an individualised environment and may have facilitated language acquisition. Learners' reactions to this mandatory use were not negative, with for example 44% agreeing that it was an interesting assignment. The test results yielded no signi®cant dierences from the assignments undertaken during the semester. It appears though that there was a certain amount of mismatch between the innovations aims and the actual patterns and strategies of use of the material. The material was heavily used for a short period of time and some learners in their strategy reports said they had copied down the language word-for-word (some exam scripts also had evidence of the rote-learning of passages from the material). Such strategies were not envisaged. Overall though, it appears that linking the multimedia software with an exam was successful in ensuring its use but perhaps slightly less successful in ensuring the most productive kind of use. One suggestion to reconcile this might be to link use of the software to a dierent kind of assignment. If less concentrated, weekly use is seen as more desirable, perhaps a series of fortnightly mini-tasks to be completed through exploration of the multimedia could be considered e.g., ``Write a short report comparing the growth of Ricoh and Banks''' or ``How do the management philosophies of Ricoh and Banks dier?''. To ensure coverage of the language awareness material (business vocabulary, functions, grammar), perhaps short, fortnightly, formal tests of a limited range of items could have been used. Another suggestion would be an introspective written learner diary chronicling how they had used it, what they had learned or had not learned from it and how they felt their language awareness had been developed or not. This would ensure use and should encourage re¯ection on both the Business English content and learning strategies.
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7.3. Multimedia and its use in institutional language learning With current constraints on class sizes, contact hours and resources there are good reasons to consider the integration of computer-based materials which develop comprehension skills. Successful integration of multimedia will depend on the quality and appropriateness of the software, the hardware provision in terms of availability and reliability and the links and balance between computer use and the curriculum. There are already some examples of successful formal integration of text-based computer language learning into institutional programmes, for example for the development of grammar for learners of French (McCarthy, 1996). There is good evidence from this study to show that software selection as measured by learner feedback was appropriate but that access to the hardware was cited as being a major ``dislike'' and needs reconsideration. Overall though, it would appear that multimedia can be used alongside taught programs and take some pressure o contact time. It also seems fair to conclude that computers can now take on at least a partial role in developing listening skills.
7.4. Multimedia and self-instruction in listening skills The provision of the opportunity for learners to develop autonomously their listening skills was one of the rationales of this curriculum innovation. Rost (1990) makes it clear that promoting eective self-instruction in listening and merely enabling learners to listen and watch more, are not synonymous activities. Among the necessary elements of eective self-instruction in listening he mentions are; use of authentic materials, accompanied by appropriate tasks, the promotion of listening strategies suited to learner needs and the provision of appropriate feedback on learners' progress. These four elements were all part of the multimedia software used in this study, authentic Business English, tasks and feedback together with control of environment and supporting resources adaptable to learner strategies. The data shows that it may have been successful with 53% agreeing it had improved their listening skills and general positive support for multimedia for self-study. Self-study also featured frequently in subjects' ``likes'' before and after the assignment. Strategy reports indicated that the multimedia environment had been used in a variety of dierent ways presumably matching the capabilities with diering listening strategies and needs. The study would also seem to justify the provision of multimedia facilities in self-access centres. It also indicates that further developments of and investment in such software are justi®ed and that the emerging channels of interactive digital TV and the World Wide Web, if provided with appropriate materials, should deliver eective self-study opportunities.
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7.5. Multimedia and second language acquisition There are reasons to suppose that the skill and knowledge levels of learners were developed through use of the software, although no direct attempts were made to measure any gains. It was assumed that the process of using the software would indirectly result in development and increases. That this might have happened is supported by several of the questionnaire results, with ``language learning'' reasons topping the list of likes in both pre and post-test feedback and with strong agreement that both ``listening skills'' and ``knowledge of English'' had been developed by the software. Further indirect evidence to suppose that language acquisition may have taken place is provided through the strategies learners reported using with the software, such as ``task completion'' and ``notetaking''. The following processes were also assumed to have taken place, but not measured. Learners, through using the program, would have listened to authentic, unscripted business language as input, the kind of language thought to be the most bene®cial kind (Anderson & Lynch, 1988; Rost, 1990). The comprehension support features of subtitles, glossary and tasks with feedback might have provided the means with which learners were able to negotiate (Doughty, 1991) their understanding of this input. The process of making the input comprehensible may in turn have yielded language to become ``intake'' (Pica, 1994). The listening skill is assumed to be ``the most fundamental language skill'' (Oxford, 1993: 205). It was hoped that using the multimedia program with its guided tasks might have contributed to the development of learners' listening skills and learner reports suggested that they believed it had done this.
8. Summary This article has described a study into the integration of multimedia alongside taught classes in Business English and discussed some of the implications of the ®ndings. The necessary next step would be to investigate if any quanti®able learning gains were made by the use of multimedia in such circumstances, to demonstrate that listening skills development was better conducted in a multimedia environment than in the teacher-led forum, to pinpoint the most eective multimedia software for such circumstances and to extend the investigation to other institutions and types of learners. Ultimately, as Higgins (Higgins, 1995: 75) points out, concrete links have to be observed between any ``success in the learning activity with success in real life''.
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Acknowledgements The author would like to thank the School of Languages and European Studies for their support for this research and also the helpful comments of the two anonymous reviewers.
Appendix A The multimedia interface for Managing Quality
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Appendix B Table A1 General attitudes, attitudes to the learning potential, attitudes to self-study and attitudes to the use of multimedia software for an assessment given in percentages for before, after, and of change. Attitudinal element
N
Strongly agree
Agree
Neutral
A. General attitudes to the use of multimedia software It will not be/was not Before 58 0.00 3.45 10.34 motivating After 45 2.22 24.44 35.56 % change Ð 2.22 21 25.21 It will be/was a waste of time Before 58 3.45 0.00 13.79 After 44 2.22 15.56 17.78 % change Ð ÿ1.23 15.56 3.98 It will be/was dicult Before 60 0.00 18.33 30.00 After 48 0.00 12.24 22.45 % change Ð 0.00 ÿ6.09 ÿ7.55 It will be/was fun Before 59 8.47 62.71 18.64 After 48 0.00 37.78 31.11 % change Ð ÿ8.47 ÿ24.08 13.17 It will be/was complicated Before 60 0.00 18.33 25 After 45 2.17 10.87 32.61 % change Ð 2.17 ÿ7.46 7.61 B. Attitudes to multimedia software as an eective language learning tool It will be/was eective for Before 60 11.67 66.67 20.00 developing my Business After 46 4.35 17.39 60.87 English % change Ð ÿ7.32 ÿ49.28 40.87 It will be/was relevant to me Before 57 15.79 54.39 28.07 After 42 7.14 45.24 38.1 % change Ð ÿ8.65 ÿ9.15 10.03 It will improve/improved my Before 60 26.67 61.67 10.00 English After 46 2.17 47.83 39.13 % change Ð ÿ24.49 ÿ13.84 29.13 C. Attitudes to the use of multimedia software as eective self-study tools It will encourage/encouraged Before 59 15.25 47.46 27.12 me to work alone more After 46 2.17 32.61 32.61 % changedÐ ÿ13.08 ÿ14.85 5.49 It will be/was more useful than Before 63 11.11 25.40 47.62 listening classes than a teacher After 47 6.38 14.89 36.17 % change Ð ÿ4.73 ÿ10.5 ÿ11.45 It will not be/was not ¯exible Before 59 0.00 1.69 30.51 After 44 0.00 13.68 43.18 % change Ð 0.00 11.98 12.67 It will give/gave me useful Before 58 13.79 60.34 12.07 feedback After 47 2.13 42.55 31.91 % change Ð ÿ11.67 ÿ17.79 19.85 D. Attitudes to the use of multimedia software for an assignment I will do/did well at this Before 61 16.39 45.90 36.07 assignment After 44 4.55 20.45 43.18
Disagree Strongly disagree 53.45 24.44 ÿ29.01 37.93 48.89 10.96 43.33 51.02 7.69 8.47 22.22 11.98 45 41.3 ÿ3.7
32.76 13.33 ÿ19.43 44.83 15.56 ÿ29.27 8.33 14.29 5.95 1.69 8.89 7.4 11.67 13.04 1.38
1.67 17.39 15.72 1.75 7.14 5.39 1.67 8.7 7.03
0.00 0.00 0.00 0.00 2.38 2.38 0.00 2.17 2.17
8.47 28.26 19.79 12.70 31.91 19.22 42.37 34.09 ÿ8.28 13.79 19.15 5.36
1.69 4.35 2.65 3.17 10.64 7.46 25.42 9.09 ÿ16.33 0.00 4.26 4.26
1.64 29.55
0.00 2.27
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Appendix C Examples of the test questions used with the multimedia software. C.0.1. Two company case studies 1. Write a brief outline (150±200 words) of both of the two companiesÐ Banks' and Ricoh featured in the CDsÐyou could mention things like: (i) their business; (ii) their background, history, organisation and location; (iii) any ®gures which are useful; (iv) their main areas of activity; (v) their particular strengths; (vi) any unique features about the companies. 2. Choose one of the people below and give a brief outline of their roles and responsibilities (50 words). Total marks 10Ðall for content. (i) Fran HayesÐ Banks's; (ii) Joe FenneyÐRicoh; (iii) Roger HargreavesÐRicoh; (iv) Rob JacksonÐRicoh. 3. Write a brief explanation of one of the following concepts (50 words). Total marks 10Ðall for content. (i) The Haizan Production system; (ii) The role of the Marketing Department; (iii) Quality circles, (iv) Branding.
C.0.2. Language work 4. Complete the gaps in the following passage (10 marks). Use one of the following wordsÐnot all of them are used. (a) cloze passage of 10 gapsÐ taken from the text of one of the video clips). 5. Business Vocabulary (10 marks): In your own words write a de®nition of all these business concepts; after-sales service, reliability analysis, logistics, suggestion schemes, company secretary, rights issue, a vertically-integrated company market share, visitors card, acquisition. 6. Grammar (10 marks) Decide if these statements about grammar are True or FalseÐput T or F at the end of the statement. 1. The following four uses are all possible for the Present Simple tense, (i) for habits; (ii) for general truths; (iii) in commentaries; (iv) for future timetabled events etc. can Write in the missing grammatical concept (5 marks) 6. be used to talk about past discontinued habits etc. 7. Functions (10 marks) Complete the sentences
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1. ``due to'' is used to introduce clauses that etc. Decide if these statements about functions are True or FalseÐput T or F at the end of the statement. 6. ``Prior to
'' is used before saying what happens next etc.
References Anderson, A., & Lynch, T. (1988). Listening. Oxford: Oxford University Press. Baltova, I. (1994). The impact of video on the comprehension skills of core French students. The Canadian Modern Language Review, 50, 507±523. Bationo, B. D. (1992). The eects of three feedback forms on learning through a computer-based tutorial. CALICO Journal, 10, 45±52. BorraÂs, I., & Lafayette, R. C. (1994). Eects of multimedia courseware subtitling on the speaking performance of college students of French. The Modern Language Journal, 78, 61±75. Brandl, K. K. (1995). Strong and weak students' preferences for error feedback options and responses. The Modern Language Journal, 79, 194±211. Brett, P. (1995). Multimedia for listening comprehension: the design of a multimedia-based resource for developing listening skills. System, 23, 77±86. Brett, P. (1996). Using multimedia: an investigation of learners' attitudes. Computer Assisted Language Learning Journal, 9, 191±212. Brett, P. (1997). A comparative study of the eects of the use of multimedia on listening comprehension. System, 25, 39±53. Chun D. M., & Plass, J. L. (1996). Eects of multimedia annotations on vocabulary acquisition. Modern Language Journal, 80, 183±198. D'Ydewalle, G., Praet, C., Verfaille, K., & Van Rensbergen, C. (1991). Watching subtitled televisionÐ Automatic reading behaviour. Communication Research, 18, 650±666. Danan, M. (1992). Reversed subtitling and dual coding theory: new directions for foreign language instruction. Language Learning, 42, 497±527. Dickinson, L. (1987). Self instruction in language learning. Cambridge: Cambridge University Press. Doughty, C. (1991). Theoretical motivations for IVD software research and development. In M. Bush, A. Slaton, M. Verano, & M. E. Slayden, Interactive videodisc the ``why'' and the ``how''. CALICO monograph Volume 2, Brigham Young University, Provo, Utah. Garza, T. J. (1991). Evaluating the use of captioned video materials in advanced foreign language learning. Foreign Language Annals, 24, 239±258. Hatch, E. (1978). Discourse analysis and second language acquisition. In E. Hatch, Second language acquisition: a book of readings (pp. 401±435). Rowley, Mass.: Newbury House. Herron, C., Morris, M., Secules, T., & Curtis, L. (1995). A comparison of the eects of video-based versus text-based instruction in the foreign language classroom. The French Review, 68, 775±796. Higgins, J. (1995). Computers and English language learning. Oxford: Intellect. ``Introduction to a British company''. (1994). University of Wolverhampton: Wolverhampton, UK. CD-ROM. Johnstone, J., & Milne, L. (1995). Scaolding second language communicative discourse with teacher-controlled multimedia. Foreign Language Annals, 28, 315±329. JakobsdoÂttir, S., & Hooper, S. (1995). Computer-assisted foreign language learning: eects of text, context, and gender on listening comprehension and motivation. Educational Technology, Research and Development, 43, 43±58.
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Krashen, S. (1985). The input hypothesis. London: Longman. Long, M. H. (1985). Input and second language acquisition theory. In S. Gass & C. Madden, Input in second language acquisition. Rowley, MA: Newbury House. Lund, R. J. (1991). A comparison of second language listening and reading comprehension. The Modern Language Journal, 75, 196±204. ``Managing Quality''. (1996). University of Wolverhampton: Wolverhampton, UK. CD-ROM. McCarthy, B. (1996). Fully integrated CALL: mission accomplished. ReCALL, 8, 17±34. Oxford, R. L. (1993). Research update on teaching listening. System, 21, 205±211. Pica, T. (1994). Research on negotiation: what does it tell us about second-language learning conditions, processes and outcomes? Language Learning, 44, 493±527. Price, K. (1983). Closed-captioned TV: an untapped resource. MATESOL Newsletter, 12, 1±8. Ramsey, R. (1991). French in action and the grammar question. French Review, 65, 255±266. Rost, M. (1990). Listening in language learning. Harlow: Longman. Rubin, J. (1994). A review of second language listening comprehension research. The Modern Language Journal, 78, 199±221. Secules, T., Herron, C., & Tomessello, M. (1992). The eect of video context on foreign language learning. The Modern Language Journal, 76, 480±490. Vanderplank, R. (1988). The value of teletext sub-titles in language learning. English Language Teaching Journal, 42, 272±281. Vanderplank, R. (1990). Paying attention to the words: practical and theoretical problems in watching television programmes with uni-lingual (ceefax), sub-titles. System, 18, 221±234. White, R. V. (1988). The ELT curriculum. Oxford: Blackwell.
Paul Brett is a Senior Lecturer in EFL at the University of Wolverhampton. He teaches EFL and researches into the uses of multimedia for language learning and is coordinator of the IATEFL Computer SIG.
English for Specific Purposes 19 (2000) 269±290 www.elsevier.com/locate/esp
Integrating multimedia into the Business English curriculum: a case study Paul Brett * 17 Saltney Close, Shrewsbury, Shropshire, UK
Abstract Opportunities to deliver language learning through computer-based multimedia environments, with their capacity to deliver and juxtapose all the traditional media of language learning alongside pedagogic tasks, are set to increase with the expansion of digital communications. Multimedias emergence has implications for self-study and integration with institutional classroom-based instruction. This article describes the formal integration of two interactive multimedia Business English CD-ROMs into the self-study curriculum of sixty undergraduate learners. Data on learners' attitudes, changes in their attitudes, learner strategies, patterns of use and performance on a formal test were collected to evaluate this curriculum innovation. Positive learner evaluations, for the use of multimedia, for its perceived learning eects and as means for self-study, together with self reports of productive language learning strategies and comparable achievements on the formal test, provided evidence for the success of the innovation. Decreases in the strength of positive evaluations, the use of some unproductive strategies and problems with hardware availability revealed aspects of the innovation needing reconsideration. # 2000 The American University. Published by Elsevier Science Ltd. All rights reserved.
1. Introduction This article reports on a study designed to investigate the viability of the formal integration of multimedia Business English software into an undergraduate * Corresponding author. Tel.: 01743-243106 (home), 01902-322671 (work). E-mail address: [email protected] (P. Brett). 0889-4906/00/$20.00 # 2000 The American University. Published by Elsevier Science Ltd. All rights reserved. PII: S 0 8 8 9 - 4 9 0 6 ( 9 8 ) 0 0 0 1 8 - 0
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curriculum. Traditional language teaching media of video, pictures, sound, and text, can now be combined with aspects of language teaching methodology such as tasks and feedback, through computer-delivered multimedia. Opportunities to provide interactive multimedia language learning materials are expanding through CD-ROM and digital video discs (DVD), through the World Wide Web, through the use of local area networks and through interactive digital television. Reasons for language educators to be interested in the application of computer-based multimedia to language learning come from second language acquisition theory, in particular the negotiated interaction model (Doughty, 1991; Pica, 1994), from moves towards autonomous learning (Dickinson, 1987) and from research into the eectiveness of multimedia (BorraÁs & Lafayette, 1994; Brett, 1997). There are examples of successful integration of text-based computer programs alongside institutional programmes, for instance to teach grammar (McCarthy, 1996). Although multimedia would seem to be a useful environment for facilitating language learning, there have been few moves to formally incorporate its use into the language curriculum. This article describes an attempt to integrate the use of interactive multimedia Business English CD-ROMs as an assessed component of an undergraduate module in Business English. Evaluation of this integration is based upon data from student questionnaires, observations of use and comparative test grades. The study showed some clear areas of success in its attempts to integrate multimedia with the curriculum but that some aspects of such a deployment will need reconsideration. 1.1. Why should the integration of multimedia into the Business English curriculum be considered? A consideration of White's (White, 1988: 144) outline of the questions to be considered in any curriculum innovation provides the background to this project. The aim was to integrate two interactive multimedia programs, designed to develop both the listening skills and the language awareness of undergraduate learners of Business English, as a compulsory self-study component of a semester long module. The pedagogic reasons for considering that the use of multimedia might be bene®cial for language learning are expounded in the section below. The learning context provided further reasons. Learners' opportunities to listen to Business English were limited, although studying in the L2 country. Class contact time restrictions meant that guided practice in listening to Business English was also limited and it was felt that the time allocated to learners for self-study was not being spent in the most constructive fashion. Lastly, by allocating some of learners' self-study hours for the development of listening skills more class contact time was made available for teacher intensive activities. The intended end result was that learners should use the multimedia software and be able to demonstrate this use through successful completion of a written test. An important intended outcome, only indirectly measurable, was that all learners would have undertaken individualised and guided practice in listening to Business English and through
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interacting with the language input have increased their listening competence, vocabulary and language awareness. Evaluation of the success of the integration was only partly to be through completion of the written exam. Other measures of its success were to be gained through learner questionnaires about the innovation, through observed patterns of use and comparisons with other semester grades.
2. Multimedia as a useful language learning environment This section examines why multimedia software might be considered useful for language learning and provides the major reasons for this curriculum innovation. These justi®cations are taken from the negotiated interaction model of language acquisition, from research into the eectiveness of multimedia, from the desirability of promoting autonomous language learning and from the institutional context of language learning. 2.1. Multimedia and the negotiated interaction model of second language acquisition The model of second language acquisition (SLA) which underpins the potential of multimedia is the negotiated interaction model and the link with multimedia has been outlined by Doughty, 1991. In brief, this model maintains that language input is a prerequisite of acquisition, that it is comprehensible input which provides the richest source of language for acquisition and that it is the process of the negotiation of comprehensibility which facilitates acquisition. Researchers such as Hatch (1978) and Long (1985) noted that interactional moves such as clarifying, checking, repairing and con®rming meanings, all developed mutual understanding. It is the use of these strategies which, it is supposed, facilitate the comprehension of input and therefore acquisition. Pica (1994) has further suggested that the relationship of negotiation to language acquisition is, that negotiation during interaction aords access to language forms, and that it is this access to form that then in turn leads to comprehension. Multimedia may provide an environment rich in opportunities for learners to negotiate their understanding. It can deliver learner-controlled video as the main source of input. Video can be juxtaposed with meaning-focused tasks to be completed while watching. Feedback on task success can be presented instantaneously and may serve to con®rm and check understanding and realign on-going interpretations. The provision of written subtitles should help to ameliorate any problems of decoding fast, authentic streams of speech. Glossaries of de®nitions can be provided, as well as advice on useful language learning strategies. Such resources, provided to back-up input, can be used as and when required by learners to enhance and increase understanding.
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2.2. Research into the eects of multimedia on language learning Investigations of language learning through the use of multimedia report learning gains in a variety of knowledge and skill areas. The ®ndings of some of these are discussed here. To begin, it is also worth noting that research into the eects of the individual components (the ``multi'') of the multimedia, when used outside of the computer domain, also report learning gains. The use of video has been found to develop listening skills eectively (Rubin, 1994; Secules, Herron & Tomessello, 1992; Herron, Morris, Secules & Curtis, 1995), grammar (Ramsey, 1991) and have added aective and attentional advantages (Baltova, 1994). Studies into the eects of subtitles also report gains (Price, 1983; Garza, 1991; Danan, 1992; Vanderplank, 1988, 1990). D'Ydewalle, Praet, Verfaille and Van Rensbergen (1991) found that the attraction of subtitles to the eye, even with L1 sound track and subtitles, was automatic and occurred due to the cognitive priority of visual processing rather than aural processing. The use of subtitles raises the question as to whether learners are reading, listening or doing both either simultaneously or alternatively. If they are just reading then such a provision could be argued to be detracting from any development of the listening skill. Comprehension researchers such as Lund (1991) view reading in L2 to be more developed and to lead to more ecient comprehension of ideas than listening. The eects of computer feedback also have been shown to be positive (Bationo, 1992; Brandl, 1995). In summary, it appears that the use of video, tasks, subtitles and of feedback, when used outside of the multimedia environment, positively enhances comprehension. There are a few studies of the eects of multimedia to report, all of which seem to demonstrate positive eects. BorraÁs and Lafayette (1994) investigated the use of subtitled-multimedia courseware on the spoken performance of students of French. They found signi®cant eects of the use of subtitles on spoken performance. They also found that those subjects viewing with subtitles spent less time watching the video sequence than those without subtitles and had more positive reactions to the application than those who used subtitles. Johnstone and Milne (1995), in a year-long study, showed that the use of a teacher-controlled multimedia tool increased the amount of communicative discourse in the classroom by both teachers and pupils. JakobsdoÂttir and Hooper (1995) used a multimedia delivery within Total Physical Response methodology to investigate eects on listening skills of text and spoken words. Post-treatment tests showed signi®cant eects for the combination of words and text. Chun and Plass (1996) found positive eects for the learning of German vocabulary through a multimedia program. Annotations combining pictures and text were found to be more eective than those using video and text. Brett, 1997 investigated listening performance in a computer-based multimedia environment, comparing learner success rates on comprehension and language recall tasks while using the three dierent input options of audio, video with pen and article and multimedia. Results on the exact same tasks showed more eective comprehension and recall
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while using multimedia than the other media. The reasons proposed were eciency of delivery with all the media for input and learning tasks in one place, together with the incisive and supportive nature of the on-going feedback in guiding learners to correct interpretations of the message and into the constant monitoring of their interpretations of the message. In summary, research into multimedia indicates it might be eective for language acquisition. 2.3. Multimedia and self-instruction in listening The listening skill is obviously vital to communicative performance and has been charged with having a key role in SLA (Krashen, 1985; Rost, 1990; Rubin, 1994) as it provides a channel for input that may become ``intake''. Multimedia ®ts well into moves to make learners more autonomous (Dickinson, 1987) and able to take control over and responsibility for their own learning. Rost (1990: 234) believes that to develop listening skills `` . . .self instruction can play a vital complementary role to classroom instruction'' and he outlines how this might best be achieved but maintains that the aid of a trained instructor is necessary. Among the criteria and roles for an instructor that he outlines are selection of motivating authentic materials accompanied by an appropriate variety of tasks, ``promoting appropriate listening strategies to deal with particular learner needs'' (ibid.) and the provision of feedback on learners' progress. Although Rost discusses this with audio tapes in mind, it is clear that multimedia adequately provides a tool which can deliver many of these prerequisites for eective self-instruction in listening and take on some of the roles of the instructor. Well-designed software, together with the vast storage capacity of CD-ROMs, provide a range of media and learning material to enable the learners to adapt the learning experience to their own needs and learning styles by selecting compatible combinations of the options. Combined with the feedback element, multimedia is the most sophisticated selfstudy tool to date, aording choices which accommodate learners with dierent interlanguages, cognitive and learning styles, and needs, allowing learners to mould the learning experience to their own preferred strategies. They also provide learners with a forum for experimentation and exploration of their individual learning preferences and learning processes. The fact that the learner needs to make such choices and selections for the provision of the learning experience may produce a more aware and empowered language learner. Multimedia should provide a fruitful environment for independent language learning and listening skills development. 2.4. Multimedia and the context of higher education Multimedia may also assist in the provision of language learning opportunities within the context of Higher Education and institutions. This study took place in a University in the U.K. where the ratio between sta contact time and self-study time is 1:2. Students are expected to study alone for at least 6 hours per week.
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The greater part of the work reported here was not monitored by sta. Multimedia with its suitability for self-study, its probable eectiveness and its malleability to the individual should provide a useful tool for integration into the self-directed study component of Higher Education modules. 2.5. Language learning in the digital age With the advances in digital technologies the possibilities to deliver interactive language learning in multimedia formats will expand beyond CD-ROMs. The next wave of technology includes Digital Video Discs which will operate via a PC but have 8 to 18 times the amount of space of a CD-ROM. Advances in the World Wide Web and in institutional Local Area Networks will lead to on-line multimedia software. Digital TV could bring interactive language learning materials directly into homes. Language learning delivered by traditional means may be augmented by such technology and it is for language educators to ascertain its potential and to explore the most productive ways to use it to facilitate language learning.
3. The study 3.1. Aims To successfully integrate any computer-based element into a language learning programme means matching appropriate software and hardware provision for pedagogically sound motives and for reasons that learners can perceive as relevant to their learning objectives. Given the possible bene®ts outlined above, there would appear to be sucient pedagogic grounds to include the use of multimedia in the language curriculum. This study aimed to establish whether the integration of multimedia as an assessed self-study component of a Business English module would be seen by undergraduate learners to be acceptable and useful. In order to provide an insight into the potential learning value and the limitations of multimedia used in this way, it aimed to gather information about learners' strategies with multimedia and consider whether these might match eective language learning strategies. The study also compared learners' semester grades with those obtained on the multimedia assessment.
4. Methods 4.1. Subjects The subjects were 64 undergraduate learners of Business English, studying at a University in Britain, for a degree in Business and Languages. Their nationalities
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were almost equally French, Spanish and German, with a few Dutch. All were computer literate. They comprised four separate classes. 4.2. Multimedia software Two CD-ROMs were used in the study, Introduction to a British Company (1994) and Managing Quality (1995). The learner interface of the latter is shown in Appendix A. These were designed to be used as a free-standing resource to develop the listening skills of upper-intermediate plus learners of Business English. Each is based around 30 minutes of natural, unscripted and authentic spoken Business English on video, using real business people talking about their own companies, roles and spheres of work. A series of before watching, while watching and after watching tasks are based around some 18 clips of video. Feedback on performance on these tasks is given instantaneously in the form of right or wrong messages. The video is fully subtitled and learners can choose whether or not to use these. A series of language awareness tasks covering 18 areas of business vocabulary, grammar and functions is also provided. The rationale behind the language learning design of this software is described in detail elsewhere (Brett, 1995). The software was assumed to be relevant, interesting and potentially bene®cial to these learners of Business English. This had been con®rmed by informal reports and observations of classes which had used the software nonformally. 4.3. Data collection Subjects were introduced to the software during their class periods of 2 hours in the fourth week of a 12 week semester. They were shown how to access the CDROMs and how to use the software. They then used the CD-ROMs as they wished for the remainder of the class. During this session they were told about the assignment, how they would be examined on the material and the assessment criteria. The CD-ROMs were available for learners to borrow from the self-access centre and records kept on patterns of borrowing. Following the lab session, subjects anonymously completed a ®ve point Likert scale attitude questionnaire. The statements used are those shown in Table 1. The formal test was given at the end of the semester and is shown in an abbreviated form in Appendix B. This was written to gain some measure of comprehension and recall of the content matter covered in each of the CD-ROMs, as well as for elements of the language awareness areas. Questions 1±3 asked about each of the two companies, the role of some of the people in the video and about the key business concepts discussed. Questions 4±6 focused on knowledge about the language and this material was to be found in the business vocabulary, grammar and functions section of the software. Following the test, learners completed a retrospective version of the questionnaire mentioned above. Their responses to the pre-test questionnaire were not in front of them when they
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Table 1 General attitudes to the use of multimedia software for an assessment given in percentages for before, after and of change (the full results are in Appendix B) General attitudes to the use of multimedia software Attitudinal Element It will be/was useful It will be/was interesting
Before After % change Before After % change
N
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
60 43 Ð 55 45 Ð
36.67 11.36 ÿ25.30 21.82 8.7 ÿ13.12
48.33 45.45 ÿ 2.88 65.45 47.83 ÿ17.63
6.67 29.55 22.88 9.09 36.95 27.87
8.33 9.09 0.76 3.64 4.35 0.71
0.00 4.55 4.55 0.00 2.17 2.17
completed the post-test questionnaire. The grades gained on the tests were then compared with subjects' average grades from their other assignments completed in the semester.
5. Results This section ®rstly reports on learners' pre- and post-test reactions to their use and the integration of the software. These ®gures are partly given in Table 1, with the full questions and ®gures in Appendix B. 5.1. Attitudes to using multimedia Subjects were asked about their attitudes to using the multimedia software in four dierent areas. These were general attitudes, attitudes to its learning eectiveness, attitudes to using multimedia for self-study, and attitudes towards its use for an evaluated assignment. Tables 1 to 4 (full results given in Appendix B) all show that initial subject reactions were extremely positive in all four attitudinal areas. They also show though that post-test reactions were far less positive, although the majority remained on positive side of neutral. Table 1 is concerned with general attitudes to multimedia and shows pre-test and post-test scores on general attitudes to multimedia. Positive attitudes are indicated; for example, pre-test results showed 85% agreed or strongly agreed that it would be useful and 87.27% agreed or strongly agreed that it would be interesting. Initial evidence to justify the use of multimedia as a mandatory part of the course and mirrored ®ndings in a previous study (Brett, 1996). However, posttest reactions showed a marked decrease in positive reactions across all areas. For example, for ``usefulness'', 25.3% shifted away from strongly agreeing and 22.8% more were neutral, and for it being ``interesting'' 27.87% more were now neutral. Nevertheless, even directly after the test the majority of subjects displayed positive
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Table 2 Attitudes to the learning potential of multimedia software for an assessment given in percentages for before, after and of change (the full results are in Appendix B) Attitudes to multimedia software as an eective language learning tool It will improve/ improved my listening skills It will improve/ improved my knowledge of English e.g.: vocabulary
Before After % change Before After % change
56 47 Ð 59 44 Ð
35.71 4.26 ÿ31.46 37.29 4.26 ÿ33.03
53.57 55.32 1.75 55.93 63.83 7.9
10.71 25.53 14.82 6.78 25.53 18.75
0.00 8.51 8.51 0.00 4.26 4.26
0.00 6.38 6.38 0.00 2.13 2.13
Table 3 Attitudes to self-study and the use of multimedia software for an assessment given in percentages for before, after and of change (the full results are in Appendix B) Attitudes to the use of multimedia software as eective self-study tools It will give/gave me no control over my learning It will allow/allowed me to work at my own speed
Before After % changed Before After % changed
58 46 Ð 58 46 Ð
3.45 2.17 ÿ1.27 25.86 15.22 ÿ10.64
12.07 15.22 3.15 56.90 65.22 8.32
20.69 39.13 18.44 13.79 13.04 ÿ0.75
41.38 41.3 ÿ0.07 3.45 6.52 3.07
22.41 2.17 ÿ20.24 0.00 0.00 0.00
Table 4 Attitudes to the use of multimedia software for an assessment given in percentages for before, after and of change (the full results are in Appendix B) Attitudes to the use of multimedia software for an assignment It will be/was an interesting assignment
Before After % changed I will have/had problems with this assignment Before After % changed
59 16.95 46 4.35 Ð ÿ12.6 59 0.00 42 2.38 Ð 2.38
40.68 43.48 2.8 6.78 19.05 12.27
22.03 11.86 8.47 30.43 15.22 6.52 8.4 3.35 ÿ1.95 38.98 40.68 13.56 40.48 33.33 4.76 1.49 ÿ7.34 ÿ8.8
attitudes with 56.81% still strongly agreeing or agreeing that it was ``useful'', and 56.53% likewise, that it was ``interesting''. Similarly trends were found for the attitudinal elements of: ``motivating''; ``waste of time''; ``dicult''; ``fun''; and ``complicated''. Attitudes to multimedia after the test remained positive, but less strongly so. Table 2 shows that initial attitudes to the learning potential of multimedia were extremely positive, but post-test were less so. For example, pre-test attitudes had
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89.28% agreeing or strongly agreeing that multimedia would ``improve listening skills'' and 93.22% agreeing or strongly agreeing that multimedia would ``improve their knowledge of English''. Despite the swing away from such strong positive evaluations, the majority were still on the positive side of neutral. For example, 59.58% still agreed or strongly agreed it had ``improved their listening skills'' and 68.09% likewise that it had ``improved their knowledge of English''. Similar trends were found for: ``eective in developing my Business English''; ``be relevant to me''; and ``improve their English''. Figures in Table 3 showing pre and post-test attitudes to the multimedia software as a self-study tool, reveal a similar pattern. Initial reactions being very positive and post-test attitudes showing a marked decrease in the strength of positiveness, but still remaining for the most part favourable. A notable exception is the item ``more useful than listening classes with a teacher'' (Appendix B with post-test results showing a clear majority 42.54% strongly disagreeing that was the case! Table 4 gives subjects' opinions on using multimedia as an assessed part of the module and similar trends can be seen. Strong initial favourable attitudes, a shift to less favourable, but overall attitudes remaining in support. 5.2. What subjects liked and disliked about using the CD-ROMs for an assignment Subjects were asked in open-ended question format, both on introduction to the assignment and immediately following the test, to name three things they liked and disliked about using the CD-ROMs as an assessed element of the module. Subjects' likes in pre-test reports were: language learning (N = 33), e.g., ``I can check my answers''; computers (N = 17), e.g., ``More interesting to work with computers''; self-study (N = 14), e.g., ``you can work whenever you want''; motivation (N = 11), e.g., ``I think it is very interest (sic)''; general (N = 3), e.g., ``I can use it for another module''. In post-test reports the order and number of ``like'' responses had decreased. The post-test reports showed language learning (N = 20); self-study (N = 17), an increase; general (N = 8); motivation (N = 4); computers (N = 4). A notable decline in enthusiasm for computers. As to subjects' reports on dislikes, pre-test reports showed: computers (N = 8), e.g., ``I don't like computers or working with them''; self-study (N = 8), ``I'll be obliged to come in my free time''; general (N = 5), ``It's more work''. Reports on dislikes in post-test reports showed an increase and two additional categories mentioned. The aspects reported as disliked after the test were: computers (N = 15), ``Computer room too crowded''; self-study (N = 8), e.g., ``lack of time''; exam element (N = 7), e.g., ``To study CDs as part of an exam''; motivation (N = 6) e.g., ``It's boring after 2 hours''; language learning (N = 6) ``not relevant to improve business English'', general (N = 2) e.g., ``I don't have to know about these companies''. In summary, the obvious post-test changes in dislikes were an increase in dislike of computers and that of displeasure with the exam aspect of using multimedia.
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5.3. Learners' strategies with the multimedia software Subjects were asked in the post-test questionnaire to report on the strategies they had used with the software in order to match these with such strategies that might be considered bene®cial to language acquisition. Those reported were: Watching/Listening (N = 21); Doing the comprehension tasks, (N = 18); Notetaking summaries (N = 12); Writing down all the transcript, (N = 10); Watched with the subtitles, (N = 9); Did the vocabulary exercises, (N = 6); Using the online glossary, (N = 6); Did the grammar exercises, (N = 3); Printing out, (N = 3); Watched without the subtitles, (N = 3). These strategies need to be considered in the light of subjects' learning objectives, which were successful completion of a written exam. Most strategies reported, apart from one, might also be considered useful language learning strategies in their own right. Note-taking, watching the authentic video, using the subtitles to con®rm and to check comprehension, doing interactive grammar and vocabulary tasks and using the glossary resource, might all be viewed as bene®cial language learning activities. Writing down the whole transcript however, might be considered a useful exam passing strategy, enabling revision when the computers were not available, but probably not as a time-eective language learning strategy.
5.4. The patterns of use of the multimedia software The pattern of borrowing of the software, shown in Fig. 1, indicates that after introduction to the assignment and the software in November, there were very few users until the time the test approached in January. This was not how students were encouraged to approach the use of the CD-ROMs; they were advised to use them for an hour per week. Despite extremely favourable initial reactions to the value of multimedia, subjects did not then make use of it until the test loomed. This pattern seems to contradict the initial evaluation of the usefulness and eectiveness of multimedia. Despite rating it as highly eective, subjects had not been motivated to exploit it until the test was near. However, it may be that subjects thought they were going to have to use the software anyway and so they might as well leave it until nearer the time of the test. It may also be that the recall element of the test meant use was deferred. Interestingly though, there were continued borrowings after the test had been completed! The frequency of borrowing and the time spent using the multimedia software as reported by subjects are shown in Figs. 2 and 3. These again reveal patterns of use connected to the necessity of preparing for an exam. The majority report only using it when the exam was near. The average amount of time spent using the software at each session is probably larger than that which might be viewed as productive and shows exam-oriented strategies.
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Fig. 1. The amount of borrowings and the dates of borrowing of the multimedia software.
5.5. Comparison of subjects' performance on the multimedia test with other semester scores Comparing the average grades for four pieces of assessed work that the subjects completed over the semester (see Table 5), with the average grade on the multimedia assignment, shows grades to be on average 0.73 lower. The standard deviation from the mean was also higher; however t-tests showed that the grades had not come from a dierent sample. 5.6. Limitations of the study Mention should be made of some of the limitations of this study. Numbers of responses to the post-test questionnaires were less than to the initial one,
Fig. 2. Subject reports about their frequency of borrowing.
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Fig. 3. Subjects self-reports of time spent using the multimedia software.
providing a smaller sample. The study only used two pieces of similar multimedia software and reactions would probably dier with dierent multimedia software. The use of self-reports on strategy use might be questioned, as subjects may have written what they felt should have been done with the software and not what they actually did. Language testing specialists may question the validity and reliability of the test. No attempt was made to measure and quantify any gains in learning, as it was hoped that this had happened for dierent learners in dierent ways. Finally, no comparison was made between using multimedia for assessed selfstudy with other types of materials. 6. Discussion: the success and failures of the integration of multimedia This section summarises the successes and failures of this curriculum innovation indicated by the data. There is some evidence that multimedia software can be used to supplement taught classes. The obvious outcome is that the multimedia was used by all learners, the test was completed satisfactorily and learners' results did not dier signi®cantly from those achieved on their other assessments. Learners' initial opinions on using multimedia were positive. Opinions were less enthusiastic immediately following the test, however they remained mostly positive for the majority in all four attitudinal categories. General attitudes: ``useful'', ``not a waste of time'', ``not complicated'' and ``interesting'' were positive and,
Table 5 Grades on the multimedia test compared to average grades over other assignments
Average student score SD t-test a
For the other assignments (max = 16)
On the multimedia test (max = 16)
Dierence
10.59 2.11 1.527a
9.86 3.21 Ð
ÿ0.73 Ð
not signi®cant at P > 0.05.
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importantly, so too were attitudes to the language learning potential of multimedia i.e. ``improved listening'', ``knowledge of English''. There were also positive reactions to the use of multimedia for self-study and for its use as material on which to be tested. Open-ended questions con®rmed this data, with the major ``likes'' being for ``language learning'' and ``self-study''. The strategies that learners used e.g., ``note-taking, watching the video, task completion and use of glossary'' might all be seen as useful language learning activities. There was also evidence of continued use of multimedia after the test. There were however, also areas where the success of this curriculum innovation might be questioned. The most obvious being the decrease in the extent of the positiveness of attitudes from the initial to post-test questionnaire. General attitudinal elements such as ``motivating'' and ``fun'' were on the negative side and the majority of learners were neutral as to the ``eect on their Business English''. For self-study, learners were now not so sure it would ``encourage them to study alone more'' and seemed less certain they had ``done well on the assignment''. The open-ended questions showed a large increase of mentions of the dislike of ``use of computers'', of being involved in ``self-study'' and of the ``exam''. Two learning strategies mentioned did not match the aims of developing listening comprehension, namely ``copying down'' and ``printing out''. The heavy pattern of borrowing and the reported amounts of time spent with the software were not what was hoped would occur.
7. Implications Implications of this study discussed here are: for the integration of multimedia software, for using this in an assessment, for the autonomous development of listening skills and for deployment in the context of institutional language learning. The section concludes with the possible advantages of multimedia for SLA. 7.1. Multimedia and its integration into the language curriculum The research reported above and the results gathered here from subjects' evaluations of their learning outcomes, its integration and usefulness as a selfstudy tool together with subjects' successful completion of the assignment provide evidence that multimedia can be integrated into the curriculum. The pre-test questionnaire results suggest that learners would support, accept and welcome such a provision. The post-test questionnaire ®gures seem to show that such support is still apparent but not as strong after extended use for the purpose prescribed in this study. Taking the less supportive post-test ®gures, it appears that general attitudes were positive, attitudes to its learning potential were positive, as they were to its ability to be used as a self-study tool. The selection of multimedia software appears to have matched learner abilities and to have had
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face validity. The hardware provision seems to have been lacking especially in the face of heavy last week use. This patterns of use, heavy exploitation near to test time, suggest that, although learners valued their work with the software, it was not being exploited in the optimum manner. This gives rise to a predicament Ð interaction with multimedia might be thought to promote language learning, learners agree that it appears to be useful and report it to have been useful, yet patterns of use show that the resource was only heavily exploited around the test time. While such strategies are optimal for exam grades, less intense exploitation over a longer period of time might be thought to be more bene®cial for developing listening comprehension and increasing language awareness. I suspect, however, that such maximisation of eort would have occurred near to any exam, whatever the material or mode of delivery and is the result of its use being mandatory. This still leaves the dilemma of how best to augment formal classes with multimedia and how to dove-tail any self-study component of formal language courses and ensure that it is undertaken. 7.2. Multimedia and formal evaluation The use of a formal test linked to the software was to maximise motivation to use the multimedia, as we believed this would both develop listening skills in an individualised environment and may have facilitated language acquisition. Learners' reactions to this mandatory use were not negative, with for example 44% agreeing that it was an interesting assignment. The test results yielded no signi®cant dierences from the assignments undertaken during the semester. It appears though that there was a certain amount of mismatch between the innovations aims and the actual patterns and strategies of use of the material. The material was heavily used for a short period of time and some learners in their strategy reports said they had copied down the language word-for-word (some exam scripts also had evidence of the rote-learning of passages from the material). Such strategies were not envisaged. Overall though, it appears that linking the multimedia software with an exam was successful in ensuring its use but perhaps slightly less successful in ensuring the most productive kind of use. One suggestion to reconcile this might be to link use of the software to a dierent kind of assignment. If less concentrated, weekly use is seen as more desirable, perhaps a series of fortnightly mini-tasks to be completed through exploration of the multimedia could be considered e.g., ``Write a short report comparing the growth of Ricoh and Banks''' or ``How do the management philosophies of Ricoh and Banks dier?''. To ensure coverage of the language awareness material (business vocabulary, functions, grammar), perhaps short, fortnightly, formal tests of a limited range of items could have been used. Another suggestion would be an introspective written learner diary chronicling how they had used it, what they had learned or had not learned from it and how they felt their language awareness had been developed or not. This would ensure use and should encourage re¯ection on both the Business English content and learning strategies.
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7.3. Multimedia and its use in institutional language learning With current constraints on class sizes, contact hours and resources there are good reasons to consider the integration of computer-based materials which develop comprehension skills. Successful integration of multimedia will depend on the quality and appropriateness of the software, the hardware provision in terms of availability and reliability and the links and balance between computer use and the curriculum. There are already some examples of successful formal integration of text-based computer language learning into institutional programmes, for example for the development of grammar for learners of French (McCarthy, 1996). There is good evidence from this study to show that software selection as measured by learner feedback was appropriate but that access to the hardware was cited as being a major ``dislike'' and needs reconsideration. Overall though, it would appear that multimedia can be used alongside taught programs and take some pressure o contact time. It also seems fair to conclude that computers can now take on at least a partial role in developing listening skills.
7.4. Multimedia and self-instruction in listening skills The provision of the opportunity for learners to develop autonomously their listening skills was one of the rationales of this curriculum innovation. Rost (1990) makes it clear that promoting eective self-instruction in listening and merely enabling learners to listen and watch more, are not synonymous activities. Among the necessary elements of eective self-instruction in listening he mentions are; use of authentic materials, accompanied by appropriate tasks, the promotion of listening strategies suited to learner needs and the provision of appropriate feedback on learners' progress. These four elements were all part of the multimedia software used in this study, authentic Business English, tasks and feedback together with control of environment and supporting resources adaptable to learner strategies. The data shows that it may have been successful with 53% agreeing it had improved their listening skills and general positive support for multimedia for self-study. Self-study also featured frequently in subjects' ``likes'' before and after the assignment. Strategy reports indicated that the multimedia environment had been used in a variety of dierent ways presumably matching the capabilities with diering listening strategies and needs. The study would also seem to justify the provision of multimedia facilities in self-access centres. It also indicates that further developments of and investment in such software are justi®ed and that the emerging channels of interactive digital TV and the World Wide Web, if provided with appropriate materials, should deliver eective self-study opportunities.
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7.5. Multimedia and second language acquisition There are reasons to suppose that the skill and knowledge levels of learners were developed through use of the software, although no direct attempts were made to measure any gains. It was assumed that the process of using the software would indirectly result in development and increases. That this might have happened is supported by several of the questionnaire results, with ``language learning'' reasons topping the list of likes in both pre and post-test feedback and with strong agreement that both ``listening skills'' and ``knowledge of English'' had been developed by the software. Further indirect evidence to suppose that language acquisition may have taken place is provided through the strategies learners reported using with the software, such as ``task completion'' and ``notetaking''. The following processes were also assumed to have taken place, but not measured. Learners, through using the program, would have listened to authentic, unscripted business language as input, the kind of language thought to be the most bene®cial kind (Anderson & Lynch, 1988; Rost, 1990). The comprehension support features of subtitles, glossary and tasks with feedback might have provided the means with which learners were able to negotiate (Doughty, 1991) their understanding of this input. The process of making the input comprehensible may in turn have yielded language to become ``intake'' (Pica, 1994). The listening skill is assumed to be ``the most fundamental language skill'' (Oxford, 1993: 205). It was hoped that using the multimedia program with its guided tasks might have contributed to the development of learners' listening skills and learner reports suggested that they believed it had done this.
8. Summary This article has described a study into the integration of multimedia alongside taught classes in Business English and discussed some of the implications of the ®ndings. The necessary next step would be to investigate if any quanti®able learning gains were made by the use of multimedia in such circumstances, to demonstrate that listening skills development was better conducted in a multimedia environment than in the teacher-led forum, to pinpoint the most eective multimedia software for such circumstances and to extend the investigation to other institutions and types of learners. Ultimately, as Higgins (Higgins, 1995: 75) points out, concrete links have to be observed between any ``success in the learning activity with success in real life''.
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Acknowledgements The author would like to thank the School of Languages and European Studies for their support for this research and also the helpful comments of the two anonymous reviewers.
Appendix A The multimedia interface for Managing Quality
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Appendix B Table A1 General attitudes, attitudes to the learning potential, attitudes to self-study and attitudes to the use of multimedia software for an assessment given in percentages for before, after, and of change. Attitudinal element
N
Strongly agree
Agree
Neutral
A. General attitudes to the use of multimedia software It will not be/was not Before 58 0.00 3.45 10.34 motivating After 45 2.22 24.44 35.56 % change Ð 2.22 21 25.21 It will be/was a waste of time Before 58 3.45 0.00 13.79 After 44 2.22 15.56 17.78 % change Ð ÿ1.23 15.56 3.98 It will be/was dicult Before 60 0.00 18.33 30.00 After 48 0.00 12.24 22.45 % change Ð 0.00 ÿ6.09 ÿ7.55 It will be/was fun Before 59 8.47 62.71 18.64 After 48 0.00 37.78 31.11 % change Ð ÿ8.47 ÿ24.08 13.17 It will be/was complicated Before 60 0.00 18.33 25 After 45 2.17 10.87 32.61 % change Ð 2.17 ÿ7.46 7.61 B. Attitudes to multimedia software as an eective language learning tool It will be/was eective for Before 60 11.67 66.67 20.00 developing my Business After 46 4.35 17.39 60.87 English % change Ð ÿ7.32 ÿ49.28 40.87 It will be/was relevant to me Before 57 15.79 54.39 28.07 After 42 7.14 45.24 38.1 % change Ð ÿ8.65 ÿ9.15 10.03 It will improve/improved my Before 60 26.67 61.67 10.00 English After 46 2.17 47.83 39.13 % change Ð ÿ24.49 ÿ13.84 29.13 C. Attitudes to the use of multimedia software as eective self-study tools It will encourage/encouraged Before 59 15.25 47.46 27.12 me to work alone more After 46 2.17 32.61 32.61 % changedÐ ÿ13.08 ÿ14.85 5.49 It will be/was more useful than Before 63 11.11 25.40 47.62 listening classes than a teacher After 47 6.38 14.89 36.17 % change Ð ÿ4.73 ÿ10.5 ÿ11.45 It will not be/was not ¯exible Before 59 0.00 1.69 30.51 After 44 0.00 13.68 43.18 % change Ð 0.00 11.98 12.67 It will give/gave me useful Before 58 13.79 60.34 12.07 feedback After 47 2.13 42.55 31.91 % change Ð ÿ11.67 ÿ17.79 19.85 D. Attitudes to the use of multimedia software for an assignment I will do/did well at this Before 61 16.39 45.90 36.07 assignment After 44 4.55 20.45 43.18
Disagree Strongly disagree 53.45 24.44 ÿ29.01 37.93 48.89 10.96 43.33 51.02 7.69 8.47 22.22 11.98 45 41.3 ÿ3.7
32.76 13.33 ÿ19.43 44.83 15.56 ÿ29.27 8.33 14.29 5.95 1.69 8.89 7.4 11.67 13.04 1.38
1.67 17.39 15.72 1.75 7.14 5.39 1.67 8.7 7.03
0.00 0.00 0.00 0.00 2.38 2.38 0.00 2.17 2.17
8.47 28.26 19.79 12.70 31.91 19.22 42.37 34.09 ÿ8.28 13.79 19.15 5.36
1.69 4.35 2.65 3.17 10.64 7.46 25.42 9.09 ÿ16.33 0.00 4.26 4.26
1.64 29.55
0.00 2.27
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Appendix C Examples of the test questions used with the multimedia software. C.0.1. Two company case studies 1. Write a brief outline (150±200 words) of both of the two companiesÐ Banks' and Ricoh featured in the CDsÐyou could mention things like: (i) their business; (ii) their background, history, organisation and location; (iii) any ®gures which are useful; (iv) their main areas of activity; (v) their particular strengths; (vi) any unique features about the companies. 2. Choose one of the people below and give a brief outline of their roles and responsibilities (50 words). Total marks 10Ðall for content. (i) Fran HayesÐ Banks's; (ii) Joe FenneyÐRicoh; (iii) Roger HargreavesÐRicoh; (iv) Rob JacksonÐRicoh. 3. Write a brief explanation of one of the following concepts (50 words). Total marks 10Ðall for content. (i) The Haizan Production system; (ii) The role of the Marketing Department; (iii) Quality circles, (iv) Branding.
C.0.2. Language work 4. Complete the gaps in the following passage (10 marks). Use one of the following wordsÐnot all of them are used. (a) cloze passage of 10 gapsÐ taken from the text of one of the video clips). 5. Business Vocabulary (10 marks): In your own words write a de®nition of all these business concepts; after-sales service, reliability analysis, logistics, suggestion schemes, company secretary, rights issue, a vertically-integrated company market share, visitors card, acquisition. 6. Grammar (10 marks) Decide if these statements about grammar are True or FalseÐput T or F at the end of the statement. 1. The following four uses are all possible for the Present Simple tense, (i) for habits; (ii) for general truths; (iii) in commentaries; (iv) for future timetabled events etc. can Write in the missing grammatical concept (5 marks) 6. be used to talk about past discontinued habits etc. 7. Functions (10 marks) Complete the sentences
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1. ``due to'' is used to introduce clauses that etc. Decide if these statements about functions are True or FalseÐput T or F at the end of the statement. 6. ``Prior to
'' is used before saying what happens next etc.
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Paul Brett is a Senior Lecturer in EFL at the University of Wolverhampton. He teaches EFL and researches into the uses of multimedia for language learning and is coordinator of the IATEFL Computer SIG.