Major report English Literature CUS ( using multimedia on teaching )

Major report English Literature CUS ( using multimedia on teaching )

Major Report CUS ( English Literature)

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APPROVAL SHEET

I certify that i have read this major report writing and have found that it is fully adequate, in scope and in quality, as a major report writing for the degree of Bachelor of Teaching English as a foreign Language.

Phnom Penh,......................................2015


.................................................
Mr. THO DANNY
(Advisor)


PREFACE
With the development of technology and the boom of digital revolution, foreign language teachers find it necessary to think about effective new ways to create a better foreign language teaching and learning environment that is supported by multimedia technologies. As a result, Computer Assisted Language Learning, or CALL, has become increasingly popular in the foreign language teaching field. Our group feel interested in researching this topic in order to help improve students’ achievement of their using technology for their learning.
Based on the analysis of the features of CALL, this paper is focused on how multimedia can play an important role in EFL classrooms. Therefore, EFL lecturers may find it useful to read this report writing so as to they will be able to progress teaching methodologies in some reasons.

Acknowledgement
We would like to express our deepest thanks and gratitude to the following people for their unfailing enthusiasm encouragement and hard works:
The first of all, we want to give the special thanks to our parents who gave birth and intellectual as well as a permanent good care and give the good advice to us, taught us to have the courage, endurance and nourish everything and their working hard for day and night to support our study until we get bachelor degree and became the good citizen dignity in society.
And we would like to give the special thanks to H.E SDOEUNG SOKHOM, University Rector, of Cambodian University for Specialties CUS, who give us this valuable opportunity to do this research in the sake of future researchers and other teachers use in helping their students to become advanced learners.
We would also like to say thanks to Prof. THO DANNY, lecturer of CUS, who has provided us his precious counsel and suggestions how to do research and how to write this report.
All the lecturers at Cambodian University for Specialties (CUS) who had shared prior experiences before we actually went down to this report.
And we would like to say deepest thanks to H.E CHEA SOKHEANG, the president of New York International School that allow us to do the research in his institute.
Many course teachers in New York International School who provided well cooperated in this research.
Finally, we would like to mutually thank our partners whose encouragement and support has given us confidence to continued writing.







DECLARATION
We dare to declare that this report writing is not belonged to any report writing and other authors and it has not been presented and provided to anyone. We will be responsible for and acceptable to any problem which is occurred for this report writing.

Phnom Penh, October 30, 2015
Students’ signature and name


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Mr. Samol Vichet Ms. El Rahymas Mr. Pov Sokakvathna



ABSTRACT
The present research tried to observe the impact of using multimedia on teaching vocabulary to see if it could improve learning vocabulary for pupils. The research report was conducted in New York International School. The purposes of this study are to find out the effective strategy in teaching vocabulary to pupil, to find out how multimedia can motivate pupil to be more interested in learning vocabulary and too help teacher to provide the better technique for teaching vocabulary to pupils.
After 2 months of research and observation, the findings suggested that using multimedia was more effective in acquisition and learning unknown vocabulary than traditional methods. It had a positive effect on retention of vocabulary knowledge. Therefore, the use of multimedia provided the bridge to a deeper understanding. Even though there are some difficulties using multimedia with small children but the benefits we got from it are high. In this modern era, it’s better to use technology or multimedia to help teaching vocabulary to students because students will be interested in multimedia than the old traditional technique.









Table of Contents
CHAPTER I 1
1.1 INTRODUCTION 1
1.2 Research question 3
1.3 Research Purpose 3
1.4 Research methodology 3
1.5 Scope and delimitation of the study 3
CHAPTER II 4
LITERATURE REVIEW 4
1. Definition of Multimedia 4
2. Review of Computer-assisted Language Learning 4
3. The Definition of CALL 5
4. Dual Presentation of Vocabulary Annotations 5
5. The evolution of traditional second language teaching 6
6. Factors that influence pedagogically sound technology-enhanced multimedia instruction. 6
7. MULTIMEDIA GAMES AND VOCABULARY DEVELOPMENT 8
8. Foreign language learning and technology-enhanced multimedia instruction. 9
9. Multimedia-Based Instruction and English Learning 10
10. Methods of second language teaching 11
A. Grammar Translation Method 11
B. The Direct Method 12
C. The Audio-lingual Method 12
D. The Communicative Approach 13
E. The Silent Way 13
F. Using multimedia in teaching vocabulary 14
11. SIGNIFICANCE OF VOCABULARY 15
12. DIFFERENT ASPECTS OF VOCABULARY KNOWLEDGE 16
Chapter III 21
1. What is the Multimedia? 21
2. How to Processed Multimedia? 23
2.1 INTRODUCTION 23
2.2 Multimedia Classroom 23
2.3 The Computer Internet 24
2.4 The Print Text 25
2.5 The Film 26
3. What are the Effects of Multimedia on Learning? 27
4. Multimedia in Education 28
5. What are Advantages and disadvantages of Multimedia? 28
Practical Advantages to Using Multimedia 28
Educational Advantages to Using Multimedia 29
Practical Disadvantages to Using Multimedia 29
Educational Disadvantages to Using Multimedia 29
6. Multimedia in New York International School 29
6.1 Location and background of New York International School (NYIS) 29
6.2 Study programs 32
Picaro makes English fun 32
6.3. NYIS’s VMG 35
6.4. Teacher recruitment and management policy 36
6.5. Academic Period 36
6.8 Multimedia Teaching Materials 36
6.9. Progress Management 36
6.10. Progression Certificate 37
6.11. Outstanding students in NYIS 37
6.12. Other activities to push the education in NYIS 37
6.6. Level Descriptions 39
6.7. Grading system 40
7. Discussion 43
CHAPTER V 46
RECOMMENDATION 46
1. Recommendation for improving this study 46
2. Recommendations for Practitioners 46
REFERENCES 1


CHAPTER I
1.1 INTRODUCTION
In recent years, computer assisted language learning has come to the forefront of language learning and teaching. Computer assisted vocabulary instruction has been considered to be one of the most common applications of CALL (Basoz and Cubukcu, 2014). In broad terms, Computer Assisted Language Learning (CALL) may be defined as "the search for and study of applications on the computer in language teaching and learning" (Levy, 1997, p. 1). It is often regarded as the use of computers as an aid for presenting the language material. Another definition of CALL that accommodates its changing nature is "any process in which a learner uses a computer and, as a result, improves his or her language” (Beatty, 2003, p. 7). Since the initial introduction of computers into the field of second/foreign language education, many researchers have naturally tried to evaluate the effectiveness of this new medium and its applications on language learning (Davies, 2002; Jones, 2001; Levy, 1997). Nowadays computers play a paramount role in the field of language instruction (Montazeri & Hamidi, 2013).
 In Taiwan, vocabulary learning has been very problematic for students studying English as a foreign language (EFL) (Yeh and Wang, 2003). Because of students’ inadequate knowledge of vocabulary, many have difficulties comprehending language input. Accord¬ing to an estimate offered by Li (1987), Taiwanese senior high school graduates should have a vocabulary of roughly 5000-7000 words. However, Chen (1998) indicated that the vocabulary size of 60-70% of the senior high graduates in his study was only 2000-3000 words. This large gap certainly suggests that teach¬ers and learners will have to spend a considerable effort on vocabulary teaching and learning.
In Thailand, like in many other countries, English has been taught as a foreign language for many decades. Thai students are reqired to learn English as a compulsory subject from primary school to University levels (Kaewchawee, 2013). However, Thai people use only one official language, Thai, so most Thai students cannot communicate in English fluently and successfully (Wiriyachitra, 2001) like students in ESL contexts. Thai students lack opportunities to communicate in English in their real life situations and in daily activities outside the classroom (Techa-Intrawong, 2003). Wiriyachitra (2001) points out that Thailand will be left behind in the competitive world of business, education, science and technology if English language teaching is not improved to develop Thai students’ English ability.
There are fundamental features in learning a language and one of the most important of them is vocabulary. For most students who learn a second language, the first headache or difficulty they meet is usually remembering words (Khiyabani, Ghonsooly, and Ghabanchi, 2014). One of the most ambitious goals for a second or foreign language learner is to know all the vocabulary of that language (Nation, 2001). Hoogeveen (1995) concluded several good points by using multimedia in language learning. Firstly, learners respond to multimedia in a complex way and give the feeling of experiencing information instead of simply acquiring it. Secondly, the man-machine is more friendly interaction. Thirdly, students feel more fun from multimedia and learning becomes a happy process. If teachers could use information technology to show teaching material with audio-visual animation effect, then the learners’ motivation aroused and the learners could understand and be familiar with what they learn more (Lu, 2010).
Research also shows that technology-enhanced multimedia instruction increases student motivation (Boehm, 2009; Torff & Tirotta, 2010), develops curiosity and makes learning experiences memorable (Allen, 2003). It is, as well, “influential in developing creativity amongst learners” (Dale, 2008, p. 3) because it diminishes the need for memorization by replacing “how” by “why” in the classrooms, and by allowing students to become active producers of knowledge (Oklahoma Education Association, 2011).
Undoubtedly, vocabulary plays a key role in language learning. As Wiig and Secord (1992) argue, word and concept knowledge are considered to be necessary in models of cognition, intelligence, verbal reasoning, and academic achievement. Vocabulary knowledge and reading comprehension are highly correlated in such a way that unless students adequately and steadily extend their word knowledge, reading comprehension will be affected (Chall & Jacobs, 2003, cited in Sedita, 2005). There is indeed a robust go togetherness between vocabulary and reading comprehension, and vocabulary knowledge has always been the “foremost predictor of a text’s difficulty” (Stahl, 2003, p. 241). Hence, it is essential that instructors place more emphasis upon finding the most effective approaches to improving and solidifying EFL readers’ vocabulary. More recently, the Keyword Method has been shown to produce more satisfactory results as compared with other vocabulary teaching techniques (Hulstijn, 1997, cited in Hunt & Beglar, 2005; Taguchi, 2006). Inspired by Paivio’s (1971, 1986, 1991) Dual Coding Theory (DCT), the Keyword Method draws on a mnemonic elaboration strategy where the picture or the mental image of an L2 word can help learners remember the L2 word or its L1 translation more readily. In this method, students should first find an L1 keyword sounding like some part of the L2 word to be learned. The next step requires the learners to form a mental image of the L1 keyword that will then interact with the L1 meaning (translation) of the target word to be memorized (Babaie, 2010).



1.2 Research question

  1. What is the Multimedia?
  2. What are the Effects of Multimedia on Learning Vocabulary?
  3. What are the Advantages and disadvantages of Multimedia?
1.3 Research Purpose

The objectives of this research report writing about “Using multimedia to make pupils interested in learning vocabulary in NYIS” are:
To find out the effective strategy in teaching vocabulary to pupils
To find out how multimedia can motivate pupil to be more interested in learning vocabulary
To help teacher to provide the better technique for teaching Vocabulary to pupils
1.4 Research methodology

This research used secondary data sources such as documents, Journals, Theses related to multimedia teaching and learning which exist in the library and on the internet and by interviewing some teachers in NYIS and observed their teaching.
1.5 Scope and delimitation of the study

This research has studied about vocabulary teaching using multimedia for pupil in NYIS. It particularly collected data from teachers and students to limit its scope and with these methods of teaching by offering something special, which helps them to keep their study to students.










CHAPTER II
LITERATURE REVIEW
1. Definition of Multimedia
The term “media” originates from a Latin word, and is used to convey messages and information through newspapers, magazines, radio, TV, audios-video programs, computer and so on. Literally, the Prefix “multi” is used with “media” as “multimedia” referring to different methods of applying media, particularly computers and things relating to computers that combine programs, a mixture of sounds, pictures, video and written text (Longman Advanced American Dictionary, 2001, p.957).
Nowadays, multimedia is a very popular term in the field of information technology and
it has been defined in many ways.  The most frequently cited definition comes from Richard Mayer, professor of psychology at the University of California, Santa Barbara. Mayer (2001) defines multimedia as presentation of content that relies on both text and graphics. Neo, and Neo, 2001 cited in Shank, (2005) extend Mayer’s definition and point out that multimedia is “the combination of various digital media types, such as text, images, sound, and video, into an integrated multi-sensory interactive application or presentation to convey a message or information to an audience” (p. 2).  Shank further explains that this concept of multimedia implies that combination adds up to more than the elements by themselves; this is the key quality of multimedia when it comes to learning.
2. Review of Computer-assisted Language Learning
According to Jing Shao (2012) over the past forty years we have witnessed dramatic changes in the ways of language learning. It is under such multifarious changes that the significant innovation in language education－computer-Assisted Language Learning (CALL) has come to the age. CALL spans wide ranges of activities in language acquisition－listening, speaking, reading and writing and draws nearly all areas of Information and Communication Technology (ICT). In the process of CALL, language learners can use multimedia software, access foreign language documents on the World Wide Web, and communicate with their teachers, fellow classmates, and native speakers by electronic mail. And the development of computer-assisted language learning has created the need and opportunity for investigating the feasibility of multimedia on vocabulary acquisition. Therefore, many studies have shown that computerized media and a multimedia environment can be helpful for learning foreign language vocabulary. This part sets out to (i) define CALL (ii) development of Lexical CALL programs and (iii) a beneficial result of CALL’s development—multimedia.
3. The Definition of CALL
CALL refers to the use of computer in the teaching and learning of a second or foreign language. CALL may “take advantage of diverse and rapidly expanding spectrum of computer technologies that assist the teaching and learning process.” (Richards et al. 1998) Levy (1997) defines CALL more succinctly and more broadly as “the search for and study of applications of the computer in language teaching and learning”. This definition is similar to that of Hu huanglin’s “CALL refers to the use about a computer in a language teaching and learning program.” To sum up, the three definitions include the views help by the majority of modern CALL practitioners. The field of CALL includes the use of a computer in the language process. CALL applications “include guided drill and practice exercises, computer visualization of complex objects, and computer-facilitated communication between students and teachers” (CAI. 1998). CALL programs aims to teach students in aspects of the language learning process via the medium of computers.
4. Dual Presentation of Vocabulary Annotations
Davis (1989) noted the advantage of hypertext annotations when readers have access to vocabulary information such as pronunciation, video, text, and graph¬ics. Martinez-Lage (1997) also suggested that in addition to the huge amount of information provided by such annotations, CALL also offers two other ad¬vantages for vocabulary learning: images can assist viewers to reject or confirm their previous hypothesis about a word, and they have additional opportunities to interact with the text.
The series of studies conducted by Chun and Plass (1993; 1996), Plass, Chun, Mayer, and Leutner (1998), Kost, Foss and Lexini (1999), Yoshii (2001), and Al-Seghayer (2001) consistently evidenced the effectiveness of dual presentation types of vocabulary annotations (text + visual aids) on vocabulary learning. The studies conducted by Chun and Plass revealed (a) that the participants preferred visual aids (video and still pictures), (b) that they acquired more words with annotations of text and picture than the other two groups with text only or text plus video annotations, and (c) that visualizers performed significantly better on words that reminded them of visual cues then those that reminded them of verbal cues, whereas verbalizers showed the opposite pattern.
Later, Kost et al. (1999) also supported the effectiveness of dual annota¬tion—textual and pictorial glosses on vocabulary. They glossed vocabulary with three different methods: English translations only, pictures only, and both English translation and pictures. Their results supported earlier studies because students who received both textual and pictorial glosses performed better in immediate recognition tasks than the other two groups (picture-only or text-only glosses). Yoshii’s study (2001) presented similar results: text + picture was the most effec¬tive type for immediate and delayed tests among text-only, picture-only, and text + picture annotations. Finally, Al-Seghayer (2001) focused on the effectiveness of still-picture and video visual aids and compared findings with those of Chun and Plass’ studies (1993; 1996). Text + video clip annotations were the most helpful among text only, text + still picture, and text + video clip annotations.
Underwood (1989) suggested that “A commonplace principle of human learning [is] visual memory. Yeh and Wang (2003) said that we remember images better than words, hence we remember words better if it they are associated with images.” The studies mentioned above affirm that multimedia annotations (images and text) benefit students more than single-medium glosses. Therefore, to assist students on vocabulary learning, designers of multimedia courseware would be well advised to provide learners access to associated images of target vocabulary.
5. The evolution of traditional second language teaching
The importance of vocabulary for overall foreign language learning is the basis of studies in vocabulary learning (Nation, 2001; Nikolova, 2002). Nation (1990) states that effective L2 /FL instruction should also concentrate on cultivating vocabulary (both cited in Anderson, 1999: 25). Chanier and Selva also stress the fact that vocabulary knowledge is a key factor in reading comprehension (1998: 489) and so does Groot (2000), who argues that functional L2 reading proficiency requires mastery of a considerably large number of words. “Improving students’ vocabulary is an area of urgent need if we are to develop the advanced literacy levels required for success in school and beyond.”(Biancarosaand Snow, 2006; Graves and Watts-Taffe, 2008).
Many researchers believe that facing entirely new words is the main obstacle in learning English (Anderson and Freebody, 1981). But currently, with the fast development of technology, especially multimedia technology’s application which make teaching more convenient by getting rid of the negative aspects that come from social, cognitive and material conditions and it can improve the students’ vocabulary learning too.

6. Factors that influence pedagogically sound technology-enhanced multimedia instruction.
Research studies reveal several factors that may influence its integration and use in the classroom. Some factors are connected to the organizational or macro-level (e.g. school/district), whereas other factors are connected to the micro-level (e.g. teachers and students) (Miranda, 2007). The research provides evidence that schools whose principals have well-defined technology plans and support the use of technology show increased frequency of technology use in a classroom (Anderson & Dexter, 2005; Dawson & Rakes, 2003; Russell, Bebell, O’Dwyer, & O’Connor, 2003). On the micro-level research shows that teacher-related characteristics play a role in classroom technology use. Previous research found strong relationships between beliefs and practices (Albion & Ertmer, 2002; Lim & Khine, 2006; Scrimshaw, 2004), whereas other research found inconsistencies between beliefs and classroom practices (Ertmer, Gopalakrishnan, & Ross, 2001; Kane, Sandretto, & Heath, 2002). For example, Ertmer et al. (2001) noted that teachers’ beliefs about technology use for teaching purposes did not always match their pedagogical practices with technology in their classrooms. Previous research documented the influence of teachers’ pedagogical beliefs on classroom practices in the science classroom (Czerniak & Lumpe, 1996), math (Vacc & Bright, 1999), literacy (Fang, 1996), and the history classroom (Wilson & Wineburg, 1988). Research found that teachers who hold constructivist views on teaching were more willing to use technologyenhanced multimedia in the classroom than teachers who did not hold such views (Becker, Ravitz, & Wong, 1999; Ertmer, 2005; Ertmer, Gopalakrishnan, & Ross, 2001). Consequently, teachers who believe in the potential of technology-enhanced multimedia to benefit the learning process in a classroom used it more frequently than teachers who did not have such beliefs (Ertmer, 2005; Ertmer, Ottenbreit-Leftwich, 2010). The literature also included reports of teacher experience and comfort level as potential predictors of technology-enhanced multimedia use in a classroom. Research showed that teachers who were more experienced with technology-enhanced multimedia instruction were more comfortable with it and consequently, used it more frequently; and, those who lacked confidence in their skills with technology-enhanced multimedia were less likely to use it because it threatened their sense of competence in front of their students (George & Camarata, 1996; Miranda, 2007; Russell, O’Dwyer, Bebell, & Tao, 2007; Zammit, 1992). The literature included reports that indicated that teacher educational background, number of years in the profession and degrees obtained influenced teacher use of technology-­‐enhanced multimedia The literature included reports that indicated that teacher educational background, number of years in the profession and degrees obtained influenced teacher use of technology-­‐enhanced multimedia (Becker & Riel, 2000; Guha, 2000; Mathews, & Guarino, 2000). For example, Moore, Morales, and Carel (1998) suggested that the level of education and the amount of teaching experience positively correlated with the use of computers for teaching culture in the foreign language classrooms. Research indicated that providing teachers with access to multimedia technology is not enough; it is necessary to convince teachers of the benefits and advantages of using technology in instruction. Research suggested that professional development needed to focus not on simple how-­‐to use technology tools but how to effectively integrate technology in a pedagogically sound way. Teachers’ attitudes towards using technology-­‐enhanced multimedia in the classroom depended on their perception of its usefulness for instruction and its ease of use. Some studies reported that there is a lack of professional development to prepare teachers for the integration of technology into the curriculum (Akins, 1992; Winnans & Sardo Brown, 1992; Zammit, 1992).
Despite extensive research on this topic, the literature shows that the factors have always been examined in isolation, and therefore it is important to see their combined influence on how technology is used and integrated in the classrooms (Miranda & Russell, 2011).
7. MULTIMEDIA GAMES AND VOCABULARY DEVELOPMENT
According to Nation (1990), in order to acquire vocabulary, students are to be challenged and focus their attention through new strategies. It is believed that games stimulate students and provide them with opportunity play an active role in their own learning (Claxton, 2008).Due to the ever-increasing variations of video games, the investigation of the relationship between the media and language acquisition has been problematic. Many genres of commercial (Wolf, 2001) and educational (i.e. “serious”) games (Sawyer & Smith, 2008) have been recognized. The games can be different in such aspects as theme, intended audience,, human-computer interface, graphical fidelity, hardware, and interaction between players.
One aspect of multimedia games is increasing motivation and fostering a deeper processing of vocabulary. The results of some studies have indicated that active participation in vocabulary games will lead to learning reinforcement (Baltra, 1990; Carrier, 1991; deHaan, 2005; Hubbard, 1991; Li & Topolewski, 2002; Bell, 2005). The result of the study conducted by Yip and Kwan (2006) demonstrated that learning vocabulary through multimedia games led to a change in the attitude of learners towards language learning. Naderi (2002) investigated the effect of 20 language games on English learning improvement. The results of the study indicated the effectiveness of games in learning English in middle schools. Segers and Verhoeven (2003) conducted a study on 67 native and immigrant children in order to investigate vocabulary training through computers. The participants were in the first and second years of kindergarten in the Netherlands. They played computer vocabulary games twice a week over 15 weeks. Each session took a period of 15 minutes. As a control group, 97 kindergartners went through the regular curriculum. The results of the curriculum-independent test conducted revealed the positive effect of computer training on vocabulary learning. Marzano and Brown (2007) engaged in over 60 studies conducted in order to investigate the effect of using games in the classroom on students‟ accomplishment. The results of the study indicated a 20 percentile increase in students‟ achievement. A number of studies have revealed that games can have positive effect on achievement, interest, task learning engagement and problem solving (Kim, Park, & Baek, 2009; Tuzun et al., 2008; Wideman, et al. 2007; Oyen & Bebko, 1996; Robertson & Howell, 2008).The results of a study conducted on language learning of young learners through computer games in Turkey by Turgut and Irgin (2009) revealed that the performance of young learners involved in playing online games was better in language skills, especially vocabulary skill. Another related aspect is that, in the context of a game, vocabulary skill can be acquired without pressure (Kohl, 1981).Besides, games can provide language learners with a platform for practicing skills (Kohl, 1981). DeHaan (2005) conducted a study on Japanese (as a foreign language) students who played a baseball video game for a month period. In spite of anecdotal positive learning outcomes, the participant reported that he could not completely focus on the game and that he was distracted by listening to and reading the Japanese, a result in line with Brett‟s (2001) findings and Kalyuga, Chandler and Sweller‟s (1999) suggestions.
8. Foreign language learning and technology-enhanced multimedia instruction.
Technology-enhanced multimedia instruction benefits foreign language vocabulary acquisition because students receive information via multiple channels and then can recall information better. Dual coding theory states that when information is presented via visual and auditory channels, it facilitates retention (Pavio, 1986). Therefore, integration of images, sounds and text enhances vocabulary acquisition (Chun & Payne, 2004; Chun & Plass, 1996). Research showed that the combination of textual and visual information is more effective in facilitating vocabulary acquisition than definitions of foreign language words alone (Akbulut, 2007; Jones & Plass, 2002; Nikolova, 2002). Liu (1994) found that technology offers tools and opportunities to enhance vocabulary acquisition. Students who had access to computer- mediated foreign language text glosses showed consistently higher levels of vocabulary and reading comprehension (Lee, 2008; Lomicka, 1998). Technology-enhanced multimedia foreign language instruction provides students with options for receiving information in either visual or verbal form or both, and in this way accommodates individual learning styles and needs. Research shows that low verbal ability students especially benefit from visual aids and input (Peek, 1993).
Technology-enhanced multimedia instruction also benefits foreign language writing skills. For example, Arslan & Sahin-Kizil (2010) explored the use of blogging software in the English as a Second Language (ESL) classroom by conducting a quasi- experimental study. The study concluded that students who experienced blog-integrated classroom instruction demonstrated better writing performance than students who did not experience it and suggested that blogging is an effective strategy that improves writing skills in the English as a Second Language classroom. Gonzalez-Bueno (1998) examined the impact of e-mail use on the development of foreign language discourse. The study found that students produced a larger amount of language, demonstrated a higher level of language accuracy with more personal and expressive language use, and initiated more interactions while using e-mail. Nagata (1998) looked at the development of writing and reading skills of the Japanese as a foreign language students using multimedia-enhanced computer program. The study demonstrated effectiveness of the program and found that “students… had positive attitudes toward the computer program” (p. 12).
Technology provides opportunities for interaction, allows for immediate feedback, increases learner autonomy, simulates real-life situations and experiences through video, audio, and graphics (Chun & Brandl, 1992; Legenhausen & Wolff, 1990). Some foreign language studies focused on examining how technology could be used to promote and improve learner grammatical knowledge (Gonzalez-Bueno & Perez, 2000). Students revealed that technology-enhanced multimedia instruction allows for equal and increased participation (Blake, 2000; Cahill & Catanzano, 1997) and less teacher centered instruction (Sullivan & Pratt, 1996).
Research reveals benefits of technology-enhanced multimedia for foreign language communication skills. Some studies found that technology-enhanced multimedia instruction allowed for an increase in meaningful communicative exchanges and could be successfully used to promote speaking skills (Borras, 1993; Coniam, 1998; Johnson & Milne, 1995; Liaw, 1997). For example, Liaw (1997) examined the effect of computer books on student conversation skills. The study found that computer books provided the content for meaningful foreign language discussions, which shifted the focus from dealing with technological difficulties to a focus on the content of the books.
9. Multimedia-Based Instruction and English Learning
With increasing demand and development of English around the globe, English is used as second language (ESL) and a foreign language (EFL) in many countries. In addition, the advancement of technology in the globalization age has brought new challenges and duties for English teachers; the traditional approach of teaching English has been dramatically changed (Shyyamlee and Phil, 2012). Different methods of teaching have been implemented to facilitate the teaching process and Improve English learners’ ability. Multimedia in English language teaching (ELT) has been also created in the English classroom context.
Multimedia provides a large amount of information to students and accelerates the process of information searching. Jochi (2012) suggests that to meet students’ needs for developing English language skills, one effective technique is using multimedia in the classroom. This provides opportunity for interacting with various texts that give students a solid background in the tasks and content of the course (p.33). According to Gilakjani, using multimedia in teaching and learning leads to higher learning. It provides a complex-sensory experience while exploring the world (p.57).
According to Mayer (2003), combining pictures with words contributes to deeper learning. Warcheauer (1996) asserts that multimedia that involve a variety of media such as text, film, video, audio, animations and graphics will be more powerful because of connectivity to hypermedia and the capacity to link the multimedia resources all together including video, graphics and text (Lamper and Ball, 1990, p.5, cited in Maqbel and Rao, 2013). Maqbel and Rao further state that the use of multimedia in the classroom can play a positive role in the improving the quality of teaching and make students pay more attention to the class and increase their motivation, leading to improvement and development of English language skills.
Many researchers have agreed that multimedia has played a positively crucial role in improving students’ English language learning. A proper combination of multimedia in the classroom such as films, music, text, animations and graphics will help students develop greater confidence in their ability of English as well as increase their motivation to learn. Using multimedia also provides students chances to learn meaningfully; it also encourages their imaginations and stimulates their interests.
Additionally, integrating multimedia in the English classroom can increase creativity and communication among students. This provides more opportunities for students in accordance with their proficiency level, educational levels and learning style (Hollenbeck, 2004, pp.2-3). Brinton (2001) points out that using multimedia can introduce “authenticity” to language classrooms and establish a connection between in-class learning materials and out-of class experience resulting in a more meaningful learning process. For teachers, using multimedia in the instruction of English language creates learner-centeredness and helps students become active learners. This allows them to learn language according to their abilities, needs and preferences (Lu and Liu, 2011, p.31-78). Gilakjani (2012) also highlights the significant role of using multimedia in EFL classes, particularly in motivating learners’ interest in English.
Therefore, it is important for modern language teachers to become aware of multimedia and its application to teaching methods to make the classroom environment as challenging and interactive as possible. However, EFL teachers should profoundly understand the theories and principles underlying multimedia and its relevance to language learning and instruction. They should consider how to effectively integrate multimedia in their teaching.
10. Methods of second language teaching

A. Grammar Translation Method
According to Khiyabani, Ghonsooly and Ghabanchi (2014) the grammar-translation method is a method of teaching foreign languages derived from the classical (sometimes called traditional) method of teaching Greek and Latin. In the 19th century, it began to be used to teach modern languages such as French, German, and English, and it is still used in some countries today.
In grammar-translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and their native language. Advanced students may be required to translate whole texts word-for-word. Words are taught through bilingual word lists, dictionary study, and memorizing native-language equivalents of target language vocabulary.
The grammar-translation method is still in use today in hybrid forms in many different countries, including many parts of Iran. It also should be recalled that, in Iran, all the efforts of the student must lead to success in Konkoor (the entrance exam for universities in different courses) and as the English questions in this exam all insist on different kinds of vocabulary tests, reading comprehension ones and grammar, so this method can help students more or less.

B. The Direct Method

The direct method of language teaching is also called: The Natural method,The  Berlitz  meth- od, The Reform method or The Anti-grammatical method. The Direct Method was established by Maximilian Berlitz around 1900.The principle of the direct method is establishing a direct bond be- tween the English word, phrase or idiom and its meaning. The learner tries to understand the foreign word or expression as it stands, without learning over the native language. There is a focus on every- day vocabulary. Visual aids are used to teach vocabulary. The teacher teaches vocabulary through pictures, objects and elaborates pantomime. Concrete words are taught through objects, pictures, physical demonstration, and abstract words are taught by grouping words according to the topic or through association of ideas (Zimmerman, 1997).
In this method as words are taught through pictures, objects and visual aids are used to teach vocabulary so there are similarities to using multimedia in teaching vocabulary but here there is a focus on everyday vocabulary.

C. The Audio-lingual Method

The Audio-lingual Approach, which was dominant in the United States during the 1940s, 1950s, and 1960s is known to be a major paradigm shift in foreign language teaching (Larsen-Freeman, 1986). The objective of the audio-lingual method is accurate pronunciation and grammar, the ability to respond quickly and accurately in speech situations and knowledge of sufficient vocabulary to use with grammar patterns. The students are mastering the sound system and grammatical patterns. Vocabulary is limited and learned in context. New vocabulary and structural patterns are presented through dialogs. Vocabulary learning is kept to a minimum (especially in the initial stages),and new words are introduced and selected according to their simplicity and familiarity to make the grammar practice possible (Zimmerman, 1997).

D. The Communicative Approach

Communicative Language Teaching (CLT) which is an approach to the teaching of second and foreign languages emphasizes interaction as both the means and the ultimate goal of learning a language. In the 1970’s attention was drawn to the importance of communicative competence and knowledge of the rules of language use (Hymes, 1972). This led to a shift away from a focus on accuracy and the forms of language to focus on communication and fluency.
With its emphasis on fluency over accuracy, and a focus on encouraging learners to communicate their messages and intentions using the linguistic re- sources available to them, vocabulary had not been a primary concern of this methodology and was given secondary status, taught mainly as a support for functional language use (Decarrico, 2001 as cited in Celce-Murcia 2001). Recalling this main view of this method we see that its aim can’t match our educational aims that accuracy is very important in it, on the other hand a student may rarely faces the opportunity to use language in his daily life and communicating is a secondary aim for learning English in Iran.

E. The Silent Way

The Silent Way is a language-teaching method created by Caleb Gattegno (1963) that makes extensive use of silence as a teaching technique. In Fact, Caleb Gattegno(1963), the founder of the Silent Way devoted his thinking to the importance of problem solving approach in education. Learning is facilitated by ac- companying (mediating) physical objects. The Silent Way uses colorful charts and rods (Cuisenaire rods) which are of varying length. They are used to intro- duce vocabulary (colors, numbers, adjectives, verbs) and syntax (tense, comparatives, plurals, word order…). Even though teachers are often silent, they are still active; they will commonly use techniques such as mouthing words and using hand gestures to help the students with their pronunciation. The choice of vocabulary is important, with functional and versatile words seen as the best. Translation and rote repetition are avoided, and the language is usually practiced in meaningful contexts. Pronunciation is seen as funda- mental; beginning students start their study with pronunciation, and much time is spent practicing it each lesson. Vocabulary expands, at first slowly and then at a rapid speed.
A Silent Way teacher introduces words in their written as well as spoken form. It makes it easier for students to retain words. They meet them and learn them by working on what the words look like, sound like, and how to produce them in their own hand- writing.
Insisting on a visual aspect of teaching in this method is similar to using multimedia in teaching vocabulary. Pronunciation is seen as fundamental; be- ginning students start their study with pronunciation, and much time is spent practicing it each lesson. But in English books of high schools pronunciation is too limited; also, there are some practices based on pronunciation in the books, but exams only test with score one of forty is about pronunciation and there are no tests of pronunciation in entrance exams of universities, so the insisted point of this method isn’t so important for the students in high schools in Iran.

F. Using multimedia in teaching vocabulary

The last decade has seen numerous research studies suggesting that various forms of computerized media or multimedia may provide an environment that fosters the learning of foreign language vocabulary (see Al-Seghayer, 2001; Groot, 2000; Hulstijn, 2000; Lauferand Hill, 2000; Chun and Plass, 1996; Lyman- Hager and Davis, 1996; Lyman-Hager, Davis, Bur- nett, and Chennault, 1993). Also, the dual-coding theory proposed by Paivio (1971) suggests that when pictures are added to the meaning, the number of signals connected with the message increases. Viewers then will be more probable to keep the message in mind. Therefore, the results of the past research appear to sustain the aspect that the use of subtitles causes multi-sensory processing, interacting with audio, video and print mechanisms. Growth will happen naturally as students watch videos, listen to mu- sic, watch television shows ,listen to stories and talk to each other,. This is one of the keys to indirectly using activities for teaching vocabulary.
As Liu stated, in the area of computer-assisted vocabulary teaching and learning, researchers and practitioners have been trying to find out how to link CALL and CALT with vocabulary acquisition and how to employ CALL and CALT in vocabulary instruction in a better way. Underwood (1989, p. 19) also notes “we remember images better than words; hence we remember words better if they are strongly associated with images”.
During the teaching progress, the most common function of multimedia is to assist or support the teacher. The appropriately-designed instruction media could not only assist teaching, but also pro- mote learning effect (Hu, 2001). More recent studies examined the effect of extended use of computers on reading achievement, the effect of computer instruction on reading rate and reading comprehension; the effects of multimedia software on reading comprehension and vocabulary acquisition, as well as the relationship between vocabulary development and reading comprehension. Multimedia is an effective and engaging tool that can be used to improve vocabulary acquisition for all learners and engage them in the learning process. Today many schools in Iran have Internet access. In 2020, It can be assumed that access to information and communication technologies (ICTs) will continue to improve with the increased availability of IT services and certainly all schools will use this technology in their classes in teaching different courses and of course in teaching English as a foreign language. Nowadays there is no need to follow only one of these, a person can find so many things related to new vocabulary in internet such as picture, video, audio, animation, power point, text, talking programs such as Google talk, different kinds of flash cards, wallpapers, games and so many other sources to use in class besides, the teacher can encourage his students to make any of them and use in classes.

11. SIGNIFICANCE OF VOCABULARY
The significance of vocabulary acquisition in learning another language is illustrated by Wilkins (1972) as “Without grammar, little can be conveyed, without vocabulary, nothing can be conveyed” (p. 111). Formerly, lexical aspects were subordinated and undervalued to the study of grammatical structures (Nation, 1998).However, today, vocabulary is considered as the primary way towards learning a new language (Carter, 2001).
Many second language professionals regard vocabulary as the first and foremost challenge L2 learners face as they engage in reading texts or listening in the target language (Folse et al., 2005; Grabe&Stoller, 1997; Hulstijn, 2001; Nation, 1990, 2001; Read, 2004). Lewis (2000) considered acquiring a sufficiently large vocabulary the most important task language learners are supposed to deal with.Decarrico (2001) claims that “vocabulary learning is central to first and second language acquisition and specialists now emphasize the need for a systematic and principled approach to vocabulary by both teachers and learners” (p. 285). As a result, vocabulary learningis often perceived to be "of critical importance to the typical language learner" (Zimmerman, 2001, p. 5).Schmitt (2008) also considers vocabulary as “an essential part of mastering a second language” (p. 329).

12. DIFFERENT ASPECTS OF VOCABULARY KNOWLEDGE
Vocabulary knowledge is considered to have two primary dimensions, that is, depth and breadth (Qian, 1999). Depth of vocabulary knowledge consists of such types of knowledge as pronunciation, stylistic features, spelling, antonymy, synonymy, hyponymy and collocational meaning (Nation, 1990; Read, 2000; Richards, 1976). According Qian (1999) depth of vocabulary knowledge can include components such as frequency, spelling, register, collocational properties, pronunciation, and syntactic, morphological, andmeaning. Qian argues thatthese components are interconnected both structurally and functionally.Breadth of vocabulary, on the other hand, pertains to the number of words that language learners have partial or complete knowledge of (Nation, 2001).
Chapelle (1998) believed that a vocabulary definition should consist of four aspects: (a) knowledge of word properties, (b) vocabulary size, (c) processes of lexical access, and (d) lexicon organization. Henriksen (1999) also suggested three vocabulary dimensions: (a) a “depth of knowledge” dimension, (b) a “receptive-productive” dimension, and (c) a “partial-precise knowledge” dimension. Qian‟s (2002), considering the collective strength of earlier models of vocabulary knowledge, proposed a framework for vocabulary knowledge which consisted of four inherently connected dimensions: (a) automaticity of receptive–productive knowledge, (b) lexical organization, (c) depth of vocabulary knowledge, and (d)vocabulary size.
Technology and technological devices can be used to motivate and engage English language learners’ in the development of literacy and language skills (Traore & Kyei-Blankson, 2011; Ware, 2008).  Much research is based on the premise that technology can help motivate students to be more engaged in reading, especially when they interact with the text using certain interactive technological tools. Technology including audio and video, cameras, software programs, and electronic learning programs can be used to enrich instructional activities. Traore and Kyei-Blankson (2011) explored the use of multiple technologies used in the presentation of a novel to classroom of ELL students. The multiple technologies were chosen based on the idea that the use of technology can be used to motivate ELL learners to develop strategies for successful learning. The findings suggest that through the use of literature books with accompanied CD-ROMS or attached supplementary technology driven activities that are motivating and authentic helps to build up interest for other cultures. Through the use of word processors, presentation software, multimedia, hypermedia, and the Internet, language learners can develop language and communication skills. By utilizing various kinds of technological devices, language learners gain a “sense of freedom, motivation, and encouragement they need for learning” (p. 563). Researchers conducted one-on-one interviews and found that the use of technology empowered the students.  In this citing, one interviewee stated that by having the audio-visual technology available, “it gave me an understanding and a confidence that I would not have had from the reading of the book only” (p. 565).  Providing authentic literature to ELLs is crucial in motivating them to read.  However, literature in combination with multiple technologies can offer additional support for English-language learners. Similarly, Ware (2008) explored the use of multimedia with 20 ELLs looking specifically at the types of technological tools used and the benefits or tensions these devices foster. Ware’s (2008) research concluded that multimedia literacy has the well-documented benefit of motivating students to a much greater degree than print-based literacies alone.  Excitement over the digital tools available made ELLs eager to work on literacy-based projects. This study chose PowerPoint as the technology medium and as an initial motivational springboard for work that integrates other technological tools that promote higher order thinking, navigation, and communication skills.  Both Ware (2008) and Traore and Kyei-Blankson (2011) found that technological tools or devices when combined with literature have a positive effect on ELLs motivation to learn a second language. Technology that is effectively introduced using pre-teaching strategies can support and motivate learning a second language (Murray, 2008; Softa, 2011).  Teachers need to explicitly teach the characteristics of these new technological discourses for learners to use information communication technology competently to learn languages.  Murray’s (2008) qualitative data, including focus groups, interviews, and observations, focused on the use of information communication technology as a tool and a tutor in the classroom. As a tool, it helps learners organize, facilitate communication, and provide information.  The role of ICT as a tutor is to teach language.  In cooperation, technology as a tool and a tutor can motivate students to engage in online tasks.  When skills or features were pre-taught, students were less anxious when they tried activities on the computer and became more motivated as they successfully accomplished online tasks (Murray, 2008).  In the introductory phases of technology integration, learners need to be supported to ensure help is available when needed, especially when the technology’s role is the tutor. ELLs need an environment that encourages active learning habits; technology can be used to motivate students to develop these habits.  Softa (2011) agrees with Murray (2008) in the importance for use of technology as a motivational piece to encourage language learning.  From a questionnaire given to 230 students, Softa (2011) measured student motivation from the learning environment and the use of technology.  Students reflected a more positive attitude while performing in a technologically advanced environment, being less emotional or anxious when expressing ideas in English.  In contrast Softa’s (2011) quantitative data showed that students were “moderately motivated from the enhanced classroom conditions and use of technology is moderately important” in learning English (p. 136).  In most cases, technical equipment like CD players and DVDs were seen as essential motivational components to language learning.
Opportunities for ELLs to interact with information communication technologies can promote socialization and communication skills with peers (Lopez, 2009; Nor, Hamat, Azman, Noor, & Bakar, 2011; Padron & Waxman, 1996).  Lopez (2009) focused on improving English- language learners’ learning through the use of interactive whiteboard technology.  Looking at performance tests for third and fifth grade students, Lopez (2009) found that was a statistical difference in scores between ELLs and regular education students in the digital learning classroom for third graders; however, ELLs in fifth grade score significantly lower on the tests than their regular education peers.  However, evidence strongly suggested that the digital learning classroom increased student achievement for ELL students relative to the ELLs in a traditional classroom.  Interactive whiteboard technology offered a broader range of functions and features from which to “create social settings where ELL students’ learning could prosper; provide a variety of contexts for learners with diverse needs; and integrate feedback and active evaluation of learning to further content understanding and skills” (Lopez, 2009, p. 911).  The digital learning classroom and the use of interactive whiteboard technology strengthened the classroom learning environment and encouraged socialization.  In addition, Nor, Hamat, Azman, Noor, and Bakar (2011) conducted a study where technology was used as a tool to motivate students to be more engaged in reading.  ELL students were given the opportunity to interact with text using certain interactive technological tools to promote interest in reading texts online. The results showed that through use of these interactive tools students were “given the opportunity to express themselves and explore the text in a variety of ways” (Nor, Hamat, Azman, Noor, and Bakar, p. 257).  Students shared their thoughts and ideas by providing feedback through reviewing and commenting on classmate’s annotations within the texts. Although this study was purely presenting communication in an online format, not in face-to- face interactions, students gained an understanding of how to communicate effectively using online technological tools.  The use of these tools motivated ELLs to continue to explore English as a language, to read online texts, and to communicate with others about similar readings and topics.  Padron and Waxman (1996) discuss the effectiveness of technology for ELLs by describing how computer integrated instruction facilitates social integration, communication, and cooperation. These characteristics of technology are beneficial for ELLs because it was found that before the use of technology ELLs were disengaged from school because failure rather than success was often experienced.  Computers provided students the opportunity for hands-on learning and working collaboratively. Through the use of technology ELL students interacted with English-proficient students and worked collaboratively together. Within this classroom setting, ELLs were more actively engaged on learning tasks.
Expanding literacy instruction to include electronic mediums can capitalize on student interests and help shape attitudes toward learning (Foulger & Jimenez-Silva, 2007; Lin, 2010). Teachers are encouraged to use computer technology as an intervention strategy to reverse students’ negative attitudes toward reading books in English.  Lin’s (2010) research investigated the effects of using e-books (electronic books) in an extensive reading program on ELL’s attitudes toward reading in English.  E-books are beneficial to young readers with reading difficulties or for English-language learners as they help improve comprehension, phonological awareness, and encourage reluctant readers to read (Lin, 2010).  There were 109 Northern Taiwanese students were selected for this study and three components were measured, cognitive, affective, and conative.  The research found that cognitively, the students believed that English e-bks were “beneficial for them and they had the desire and ambition to keep reading” (p. 41). Affectively, the students regained confidence and interest in English. Due to the renewal of interest and change in attitude, the participants spent free-time reading English e-books outside of school.  Another factor that contributed to an attitude change was the features of the e-books, such as oral reading, highlighting, animations, and music/sound effects. E-books can effectively reinforce English-language learners’ attitude towards reading in English.  In order to change students’ attitudes towards reading, student interests must be incorporated.  Findings from Foulger and Jimenez-Silva (2007) showed that technology increased motivation among ELLs. Teachers in the study noted that “multimedia and telecommunications captured student interest by offering more opportunities for collaboration and interaction [and] allowed multiple modes of input and expression” for students (p. 118).  Many teachers reported that working with computers helped to motivate students to go beyond the required activities.  One teacher expresses their thoughts: “the integration of technology has had a very positive effect on student learning…my students are extremely enthusiastic and very motivated to work” (p. 118). By acknowledging and capitalizing on students’ interests, students become more compelled to learn and put forth more effort in building communication and technological skills.
Apart from motivation, attitude, and interest, there are environmental factors that contribute to ELLs’ willingness to participate in language learning activities (Chatel, 2002; Foulger & Jimenez-Silva, 2007; Peng, Fitzgerald, & Ko Park, 2006; Traore & Kyei-Blankson, 2011).  Traore and Kyei-Blankson (2011) note that language acquisition among young children “is a gradual process that involves building vocabulary from messages received through communication and using that language in a highly supportive, non-stressful environment” (p. 562). Teachers are responsible for providing language that is understandable and other necessary supports to ensure student understanding of the intended message.  A rich linguistic environment that is supportive of student needs increases the ability of ELLs to comprehend the intended message.  Foulger and Jimenez-Silva (2007) discuss the relationship between student participation and their environment and emphasize the importance of teachers building a classroom environment in which “students’ social and emotional needs as well as their academic needs are met” (p. 111).  Teachers in Foulger and Jimenez-Silva’s (2007) study reported how technology helped create a classroom environment that was less threatening and ELLs felt safe to interact with others and the language. Teachers continue to describe how students developed their self-confidence in their abilities to use technology: “The use of technology allows the students to freely explore and apply their existing talents as well as an opportunity to share their technical knowledge with peers…students gain confidence in their abilities by producing” (Foulger & Jimenez-Silva, 2007, p. 118). The use of technology in the classroom can help build confidence especially if exposure to technology outside of the classroom has occurred. Chatel (2002) furthers this idea by stating that a safe and authentic learning environment provided experiences that ELLs valued.  The emotional and intellectual support from peers encouraged student learning and promoted self-confidence.  Technology provided a way for teachers to support the self-confidence and self-esteem of ELLs, in terms of their language learning and mastery of content.  When self-esteem is heighten, ELLs become more motivated to learn content-based curriculum. Peng, Fitzgerald, and Ko Park (2006) discovered that ELLs’ success was due to a safe and nurturing learning environment combined with a technological element. The goal for each student was to develop skills in designing a hypermedia learning environment using two professional online programs. An environment that is risk-free encourages students to students to explore and experiment with language (Peng, Fitzgerald, & Ko Park, 2006).
Technological tools have the ability to transform literacy instruction and student engagement. The iPad is a tablet device that has many educational applications that can be downloaded for student use.  Saine (2012) highlights an intermediate elementary and middle school language arts teacher and her use of the iPad.  The students created a short story that focused on one character trait and story elements using a graphic organizer and an application on the iPad to create scenes.  According to Saine, the iPad allowed the students to use their creativity and imagination to create animate stories and the “digital process has helped the students become more creative in their thinking” (p. 77).  In addition to creating stories, the iPad can be used to watch videos, conduct research, and play educational games to reinforce concepts or topics.  When students are engaged in digital learning activities, the students see these tools as exciting and unique, not as schoolwork.  Similarly, Cannon, Fredrick, and Easterbrooks (2010), state that ELLs improve their vocabulary when instructed through multimedia material. Participants in this study engaged in vocabulary activities using the DVD math expository books. The participants were reading at the emergent literacy level and the researchers found it important to recognize that the students’ interests and vocabulary needs were beyond those associated with traditional emergent literacy stories.  The math stories on DVD were age and interest appropriate.  The findings suggest that incorporating multimedia tools is effective in promoting vocabulary instruction of ELLs.









Chapter III
Due to the rapid expansiveness of technology and its wide array of uses, the incorporation of technology in learning has become a viable and inexpensive option.  As a result, it is becoming increasingly clear that traditional textbooks will be cast aside and the adoption of the e-book will result.  Almost three-quarters of Americans, 73% believe that investing in innovation and advanced technology sciences in education is the key to the country’s long-term success (Harris Interactive, 2009).  The mass array of multimedia learning devices such as the iPad, iPhone, and Kindle hold the potential not only to replicate traditional textbooks but also to provide for a social interface component.  Therefore, it is advantageous to utilize these current resources in order to create and to measure appropriate user interfaces that are capable of producing similar if not better learning outcomes from their predecessors, textbooks.  The goal of the present study was to examine the effects of both e-reader devices and textbooks on comprehension and transfer learning.
1. What is the Multimedia?
Multimedia technology is somewhat similar to a traditional textbook in terms of holding information.  However, the ability to manipulate the text itself through an electronic device holds the potential for students to work with the media thereby allowing a more exciting method compared to standard note taking.  Multimedia technology has the potential and functionality to hold enjoyment for users compared to that of a standard textbook.  Any learning or teaching should be associated with feelings of pleasure and enjoyment instead of boredom or fear (Freeman, 1996).  According to Shavinina and Loarer (1999), a common multimedia application consists of at least 3 of these components:
1. Text (including notes, captions, subtitles, and other resources such as tables of contents, indices, dictionaries, and help facilities)
2. Data (such as tables, charts, graphs, spreadsheets, statistics, and raw data of various kinds)
3. Audio (including speech, music, atmospheric background noise, and sound effects)
4. Graphics (often ranging from traditional media such as drawings, prints, maps, and posters to images processed or created entirely within a computer)
5. Photographic images, from negatives, slides, prints, or even digital cameras (which record photographic images directly as computer graphics)
6. Animation (whether recorded on film or video, or created with a computer)
7. Moving pictures (specifically, digital video, either converted from analogue film and video, or created entirely within a computer).
There are varying ways of presenting learning material in a multimedia format to students.  For example, Mautone and Mayer (2001) examined the effects of signaling in three different kinds of instructional messages: when the scientific explanation is presented in verbal form as a text passage, when the scientific explanation is presented in verbal form as speech, and when the scientific explanation is presented in verbal and visual form as a narrated animation.  Students who received signaled text generated significantly more acceptable answers on the transfer test than did students who received no signaled text.  It is possible that multimedia technology can help students successfully learn.
However, it is important to realize that failure to present multimedia technology in an appropriate form can lead to negative results.  The perception of display on a multimedia application is of significant importance in terms of transfer learning.  In fact, too much multimedia stimulation can interfere with the deeper cognitive processing that is critical to learning (Mayer, Griffith, Jerkewitz, & Rothman, 2008).  In light of these concerns, it is necessary to see whether learning will be improved or limited by multimedia, which is the focus of the current study.  After examining what is composed in an e-text, it is important to understand the concept of learning and how it applies to the present study.
2. How to Processed Multimedia?

2.1 INTRODUCTION
The population of student learning English as a foreign language has been steadily increasing from year to year. To succeed in college, these students must develop not only linguistics, but also academic skills. These skills involve using English to acquire and articulate knowledge by reading academic texts, writing acceptable academic prose, conducting and reporting research. In Indonesia, English is taught in schools since the students go to Junior high schools. However, many of them do not know how to speak and write English for some reasons. Some people from educational field said that the curriculum need to be changed, including the purpose of teaching them English, the textbook, and the methods. To meet the students’ academic needs and help them develop strong English language skills, there are a number of ways need to be applied. One of the techniques to improving the students is using multimedia in the process of teaching and learning in the classrooms. Multimedia use in classroom will provide opportunity for interacting with diverse texts that give students a solid background in the tasks and content of mainstream college courses. Furthermore, because educational technology is expected to become an integral part of the curriculum, EFL students must become proficient in accessing and using electronic resources. This article describes the method that could help the students to develop their skills in English through multimedia: print text, film, video, radio, computer, and Internet. As students, they must be dealt with the subject found in resource material; also they are able to choose the resources that best suitable the points they wish to make. However, the courses are not included research skills, making research reports to challenging their English language skills.
2.2 Multimedia Classroom
The time it takes to earn the degree in education today is based on an increasingly outdated model: so many hours in a classroom entitle a student to a receipt in the form of a grade, and so many receipts can be redeemed for a credential in the form of a degree… Education today is just beginning to think of shifting the basis of certification from time served to skills and knowledge obtained.
Traditionally classroom situation is teachers stand in front of the students, giving explanations, informing, and instructing. They usually use chalk to write something on the blackboard. These technique needs slightly to be modified regarding with the development of the technology. The using of multimedia in classroom cannot be denied anymore. That will make possible for teachers giving more opportunity to students being happier and more enjoy during the course. Traditional classrooms have different settings from the multimedia classrooms. Students seat in rows and a chalkboard in the front. The teacher is standing in front of the class giving a lecture. Compared with traditional classrooms, multimedia classrooms setting differ greatly from traditional classrooms. Traditional classrooms have the seats in rows and a chalkboard in the front. In the multimedia classrooms, students’ seat can be modified according to the situation needed. Inside the classrooms, all the equipment is available and makes the students feel comfortable to study. They sit at wide tables in comfortable chairs and have plenty of room to spread work. Furthermore, they also have the opportunity to move the furniture around for group discussions. A large teaching station is located at the front and to one side of the room. Inside the station cabinet there are controls for the rooms built – in equipment. The use of multimedia described here makes use of print texts, film and Internet to develop and enhance linguistics and knowledge. Through their interactions with multimedia texts on topic of interest, students become increasingly familiar with academic vocabulary and language structures. As they pursue sustained study of one content area through focus discipline research, the students become actively engaged in the process of meaning construction within and across different media. Working though the complex intermingling of meanings, embedded within different texts encourages students to make connections as they build a wider range of schemata, which are then available to help them grasp future texts. Using print, film and Internet as resources for studying provides students with opportunities to gather information through stimuli that will stimulate their imaginations, engage their interest and introduce them to the raw materials for analysis and interpretation of both language and context. Students develop solid foundation in several subject areas and become “content experts” in one. Thus they greatly increase their overall knowledge base, as well as their English language and critical literacy skills, facilitating their performance in future college courses. Although various studies support the application of multimedia in the classroom, Liu, Jones and Hem street (1998) point out that the design of multimedia is useful when technology is to have any effect on learning. One of the main purposes of software in writing is to facilitate the development of academic writing skills for students through the use of the objects matter for writing assignments. The program is presented as a simulation game to interest and motivation. Students using the program found themselves in the virtual world of education.
2.3 The Computer Internet
Computer technology has given us Internet, which has various uses. Dealing with education, Internet presents the students a wide range of collection of English language texts in many discipline departments. Before the general use of computers in colleges and universities to teach writing, students met in a traditional classroom and were taught to write standard essay. Instruction was personified commonly by the teachers standing behind a lectern or by the teacher marking errors on student texts (Blair, 1997). With the rapid proliferation of the personal computer, many institutions of higher education created “computerized writing courses” emphasizing word processing skills and collaborative critiquing; believing that using the technology “democratizes the classroom discussion, allowing students to transcend the limits of the traditional Computer technology has given us Internet, which is an electronic medium in which both print and visual resources are invariably bound. At the click of a mouse, text resources present students with a diverse collection of authentic English language texts dealing with a wide variety of interdisciplinary topics, and at each web page link, students have the advantage of reading print texts with the benefit of immediate visual reinforcement provided by pictures and slide shows, facilitating the collaborative effects of print and visual information processing. Integrating the Internet yields the additional benefit of increased student motivation. Students are eager to begin class and often arrive early at the computer lab, logging on to the Internet and beginning research on their own. They also often stay after class to continue working on the Internet. Overall, students develop greater confidence in their ability to use English because they need to interact with the Internet entirely through reading and writing. Using the Internet for focus discipline research not only teaches higher order thinking skills, but also promotes critical and social literacy as students encounter a variety of information, synthesizing that information through cooperation and collaboration with their peers. Members of focus discipline groups generally form strong multicultural friendship fostered by their collaborative efforts throughout the semester. However, the general uses of computers are rarely found in traditional classroom. For instance, students attend the regular classes that were taught to write the standard essay. With the technology use, the students do not only literate the ability to read and write but also to be able to understand music, video, hypertext and networked communications. Whitaker (1995) points out clearly that technology as something to expand human potential rather than substitute for it and which enhances the thought process rather than cripples it.
2.4 The Print Text
The Print text used in presenting students with sophisticated reading that contains cognitively demanding language and introduces a wide range of vocabulary. However, these texts may be difficult to understand. This is suggested to present in printed and visual text. By reading print texts will the benefit of immediate visual provided by pictures or slide show. In writing class of using multimedia, students watch the selected video novel. After watching students are asked questions about the video and assigned essay topics, then divided into brainstorming groups. They discuss and develop the topics in their group. They then make rough draft before presenting in front of other groups. It is obviously that in the multimedia classroom students are engaged to learn how to brainstorm, how to use groups for draft and how to critique other presentations .However, to benefit from the Internet, the students have to learn to navigate and then evaluate the information found there. The students must know how to use search engines, web browsers, and met sites evaluate information in terms of its validity and reliability, as well as its relevance to the topic (Carlson, 1995). Therefore to guide the students in determining whether an Internet source is reliable and credible, students should consider the source and time frame, as well as the evidence supporting the information provided. As the students become more comfortable surfing the Internet, they discover it can be used to develop not only content area knowledge but also to improve their language skills. They know how to compose an essay, using information from the sources they have found in the Internet; also they learn how to cite references in a bibliography.
A study conducted by Kasper (1997) illustrate that teaching English using multimedia such as print, film, video, Internet to students encourage them to write a critical analysis on assignments. Overall, the students’ achievement increased significantly. 92 % of the students passed on departmental reading and writing examinations. In addition, their feedback on discussions is very positive. They express confidence in their ability to use English. They attribute this improvement to the multimedia model that the texts teach them English and provide helpful information in other courses and the film and Internet help them make material easier to understand because they see, hear, and read about the topic.
  2.5 The Film
Film can be used to provide a visual material. The students can read a print text and watch the film later, according to Kasper and Singer (1997), the film can clarify comprehension, consolidate concepts and reinforce learning. It is expected to the students to fully understand both visual and verbal comprehension. By watching the complete film the students expected to understand various areas of academic discourse such as psychology, environmental science and others to broaden the verbal and written perspective (Kasper and Singer, 1997). A study case from Florida International University (1994), has examined a multimedia classroom, the students watching the video novels Tom Jones (the new six part A & E version) and The Scarlet Pimpernel (Anthony Andrews and Jane Seymour). After viewing it, the class asked questions about the movie and assigned essay topics, to help them the teacher asked the students to brainstorm.  
3. What are the Effects of Multimedia on Learning?
Multimedia’s impact on learning could be thought of similarly to that of kitchen electronics on cooking. You see, both cooking and learning have been deeply rooted in the traditions and rich diversity of practices we experience today. Just as cooking has arguably been enhanced by knowledgeable usage of kitchen electronics, it has, at the same time, degraded the quality of cooking by situational time-saving concoctions. In a similar manner, multimedia has also served to both enhance student learning and detract from it.
There have been times when, in an effort to enhance student learning, effective educators have knowledgeably leveraged appropriate doses of selected multimedia to supplement the course content. In so doing, they had successfully aided the learner to achieve better learning outcomes for the needed objective. There have been other times when efforts to enhance teaching efficiency by leveraging media has actually unintentionally served to degrade the learning process. This can happen with a lack of attention given to multimedia’s actual development costs, issues of accessibility, societal and political suitability, cultural awareness, flexibility and openness, interactivity, motivational value, as well as considerations of effectiveness (Pastula, 2002). There is a growing body of research that speaks to each of these practical guidelines for knowledgeably using multimedia in the learning context.one should never elevate a certain technology over the thoroughly analyzed learning need.
On the topic of creativity, author and speaker Rob Bell (2009) goes on to suggest that great designers know that it is not what is put into a piece of art that gives it life, but rather knowing what to take away to get down to the simple, pure, streamlined essence. Effective multimedia design carries no exception. Taking into account what we know about cognitive load theory for multimedia learning in the NYIS Multimedia Learning, presented an integrated model that informs instructional design for both verbal and pictorial channel comprehension. This model is known for recognizing that learners are able to effectively use multiple sensory modalities under certain conditions. The model accounts for sensory registers, working memory and long-term memory when emphasizing that learner comprehension is dependent on both the kind of content being delivered and how it is delivered. Such careful considerations seem to resonate the passionate descriptions of a chef who takes great pride in their ingredient, preparation, and presentation.
4. Multimedia in Education
In Education, multimedia is used to produce computer-based training courses (popularly called CBTs) and reference books like encyclopedia and almanacs. A CBT lets the user go through a series of presentations, text about a particular topic, and associated illustrations in various information formats. Edutainment is the combination of education with entertainment, especially multimedia entertainment.
Learning theory in the past decade has expanded dramatically because of the introduction of multimedia. Several lines of research have evolved (e.g. Cognitive load, Multimedia learning, and the list goes on). The possibilities for learning and instruction are nearly endless.
The idea of media convergence is also becoming a major factor in education, particularly higher education. Defined as separate technologies such as voice (and telephony features), data (and productivity applications) and video that now share resources and interact with each other, synergistically creating new efficiencies, media convergence is rapidly changing the curriculum in universities all over the world. Likewise, it is changing the availability, or lack thereof, of jobs requiring this savvy technological skill.
The English education in middle school in China is well invested and assisted with various equipment. In contrast, the original objective has not been achieved at the desired effect. The government, schools, families, and students spend a lot of time working on improving scores, but hardly gain practical skills. English education today has gone into the vicious circle. Educators need to consider how to perfect the Education system to improve students’ practical ability of English. Therefore, an efficient way should be used to make the class vivid. Multimedia teaching will bring students into a class where they can interact with the teacher and the subject. Multimedia teaching is more intuitive than old ways; teachers can simulate situations in real life. In many circumstances teachers do not have to be there, students will learn by themselves in the class. More importantly, teachers will have more approaches to stimulating students’ passion of learning.
5. What are Advantages and disadvantages of Multimedia?

Practical Advantages to Using Multimedia
A major advantage to using multimedia sources in the classroom is the ability to bring in images, sounds and videos without leaving the room. Computer programs and internet sites can also give students experiences that might ordinarily be unsafe, such as views from scaling mountains in a geography lesson or a dissection of a rare animal. Additionally, using a projector or individual computers gives students the opportunity to view information or materials up close.
Educational Advantages to Using Multimedia
Students who learned from materials containing both text and graphics produced 55 percent to 121 percent more accurate solutions to problems, according to David Taylor at the University of Maryland. The use of images, along with words, diminishes the overwhelming nature of text and helps the student to manage the cognitive load, which increases retention. Specifically, graphics are found to support retention because important elements are focused on via placement, layout and color. Activation of prior knowledge is engaged quickly with visual analogy, and mental models are created easily as diagrams can enhance understanding of how a concept works. Additionally, learning is made easier because simulations allow students to visualize real-life situations, and motivation is increased as students are able to see the relevance of skills.
Practical Disadvantages to Using Multimedia
Multimedia lessons or components of lessons delivered via video or image require computers, projectors and other electronic devices depending upon the subject and the amount of original material a teacher creates. The expense associated with quality projectors or computers for every student can be quite high, and the amount of images and videos in a lesson can slow down the delivery and pace of the class as a result. Student access to computers at home may also cause problems, and varying quality of student electronic devices can create inequity in projects and presentations.
Educational Disadvantages to Using Multimedia
When designing a multimedia learning experience, the role of the teacher shifts from instructor to facilitator. If a lesson allows students to complete learning at their own pace as they move through stages of learning, classroom management becomes increasingly difficult. This is particularly true if students work in groups to view multimedia sources or share computers. Additionally, students who are not as proficient with technology may have to spend more time learning computer skills to access information than focusing on course materials.
6. Multimedia in New York International School

6.1 Location and background of New York International School (NYIS)

NYIS is a private school established in 1996 by Mr. Chea Sokheang, responding to the challenged of competition and building a better image, it has been opened both at Phnom Penh and provincial operations totally 14 branches. New York International School (NYIS) is a leading educational institution with Cambodian-Singaporean [K-12] curriculum in Cambodia since 1996.It is a respectful ethical and responsible leader operating under a memorandum of understanding signed with the Ministry of Education. Since running this school in 1996, the total number of students has grown up to ............... with 14 branches in Phnom Penh operation and 14 branches in Provincial operation. NYIS Russey Keo campus is the eighth branch by the Phnom Penh and located in No. 546, National Road No 5, Sangkat Kilometre VI, Khan Russey Keo, 12106 Phnom Penh Cambodia.  New York International School (NYIS) is a premium newly-decorated school with high standard of American-based education in Cambodia. It has been operating since 1996. It will be an exciting, challenging opportunity for all teachers and staff.
The information of the 14 branches of NYIS:
Head Office
#19 Z4, St. 271, Sangkat Boeung Salang, Khan Toul Kork, Phnom Penh
Tel: 023 986 496 E-mail: info@nyis.edu.kh
Orussey Branch (ORB)
#16 ABCD, St. 190, Sangkat Beung Prolit, Khan 7 Makara, Phnom Penh
 Phone: 023 227 999
E-mail: info@nyis.edu.kh

Toul Kok Branch (TKB )
#48, St.592, Songkat Beungkok2, Khan Toulkok, Phnom Penh
 Phone: 023 63 89 997 
E-mail: info@nyis.edu.kh

Chbar Ampoa 1 (ChA1B)
#05, St.638, Phum Prek, Sangkat Chbar Ampoa 1, Khan Mean Chey, Phnom Penh

Phone: 088 312 8704 , 081 900 824 E-mail: info@nyis.edu.kh

Chbar Ampao 2 (ChA2B)
#602, St.01, Phum Deum Sleng, Sangkat Chbar Ampao2, Khan Mean Chhey, Phnom Penh

Phone: 023 639 7097, 081 900 823 
E-mail: info@nyis.edu.kh

Siem Reap Branch (SRB)
#49, Plov Lom, Phum Mondol, Sangkat Svay Dongkom, Siem Reap

Phone: 063 6902 915 , 081 900 825 E-mail: info@nyis.edu.kh

Kompong Cham (KCB)
#55, St. Preah Ong Doung, Phum Ti 1, Sangkat Veal Vong, Kompong Cham

Phone: 042 695 6111 , 016 521 487 
E-mail: info@nyis.edu.kh

Russey Keo 1 (RK1B)
#744, St.05, Sangkat Kilometer 6, Khan Russey Keo, Phnom Penh

Phone: 023 639 7899 , 081 900 827 
E-mail: info@nyis.edu.kh

Russey Keo 2 (RK2B)
#546, St.05, Sangkat Kilometer 6, Khan Russey Keo, Phnom Penh

Phone: 023 639 7899 , 081 900 827 
E-mail: info@nyis.edu.kh

Olympic (OLB)
#77, St.143, Sangkat Olympic, Khan Chamka Morn, Phnom Penh

Phone: 023 639 7997 , 081 900 828 
E-mail: info@nyis.edu.kh

Kampong Thom (KTB)
#458, Phum Kompong Thom, Sangkat Kompong rotes, Krong Steng Sen, Kompong Thom

Phone: 063 690 0254 , 081 900 829 
E-mail: info@nyis.edu.kh

Phsar Doeum Thkov (phDTB)
#40, St.430, Sangkat Phsar Doeum Thkov, Khan Chamka Morn, Phnom Penh

Phone: 023 639 8997, 081 900 831 
E-mail: info@nyis.edu.kh
Neak Loeung Branch
#231A, Krum 12 Phum 3, Plov Krouy Kleang, Khum Prek Ksay, Srok Peam Ror, Prey Veng Province
Tel: 043 632 4828, 081 900 831 Email: info@nyis.edu.kh
Boeung Salang Branch
#19 Z4, St. 271, Sangkat Boeung Salang, Khan Toul Kork, Phnom Penh
Tel: 023 639 9097, 081 900 832 Email: info@nyis.edu.kh

6.2 Study programs

New York International School has established academic partnership with the other school and other institutions and organizations both locally and internationally like:



Cambridge English Language Assessment is part of the University of Cambridge and has been providing English language assessments and qualifications for over 100 years.

Picaro makes English fun
It’s easy to learn when learning is fun. That’s why we made a four-level English course packed with games and challenges to keep children motivated.
Picaro is a blended Primary English course that motivates and guides young students on their English learning journey. Students discover Picaro by travelling to exciting planets, unlocking new vocabulary and grammar as they go.
Picaro offers an engaging, fun and innovative English teaching programmed mapped to the Cambridge English Young Learners curriculum (YLE) and the Common European Framework of Reference (CEFR).
Picaro is supported by experts in education and entertainment: Cambridge English Language Assessment, Fox International Channels’ BabyTV and Kaplan International Colleges, to ensure Picaro offers the highest-quality English learning experience for children.

Fox International Channels is 21st Century Fox's international multi-media business. It produces and distributes 300+ entertainment, sports, factual and movie channels in 45 languages across Latin ... Wikipedia
Owners: 21st Century Fox
Founded: 1993
Subsidiaries: Fox International Channels Benelux, More




Television Network • babytv.com
BabyTV is a television channel for infants, toddlers, and parents, distributed worldwide by Fox International Channels. Launched in 2003, BabyTV is distributed in over 100 countries, broadcasting in 18 languages. Wikipedia


Kaplan, Inc. is a for-profit corporation headquartered in Fort Lauderdale, Florida and founded in 1938 by Stanley Kaplan. Wikipedia
CEO: Tom Leppert
Founder: Stanley Kaplan
Founded: 1938
Subsidiaries: Kaplan Financial Ltd, Kaplan Financial Education, More
Parent organization: The Graham Holdings Company

The school provides a comprehensive range of full time programs, short courses:
-Khmer General Education
-General English Program
-English for Specific Purpose
-Tesol Training Program
-Cambridge ESOL Preparation Center
Program areas include English Kindergarten, English primary and secondary, English part-time, Khmer general education. In its commitment to providing life-long learning opportunities, the school offers relevant, practical training for its students and staff.
More than this, NYIS has become the members of Cambodian Higher Education Association (CHEA) to have close and good cooperation with another institutes to reinforce educational quality to be better and better.
The H.E president Chea Sokheang had joined the Trimestrial meeting presided over by His Excellency IN Viracheat (Chairman, Board of Directors) and joined by Excellencies, Lok Chumteav, ladies and gentlemen who have been, President, Vice-President of University and Directors and Vice-Directors of Institutes or Schools of CHEA.

6.3. NYIS’s VMG

Vision
NYIS’s vision is to be recognized as one of the premier educational institutions to offer bilingual education – Cambodian and American Curriculum, from kindergarten to Grade 12, General English Program of all levels, and English for professionals.

Mission
NYIS is dedicated to providing the best quality education to every child. NYIS regard their  students as fully optimistic and role model citizens who exert themselves, and they are confident that their school curriculum and learning activities should help bridge students up. Its prime mission is to produce outstanding students, long-term learners, intellectual workers and well-rounded citizens; and to teach responsibility, nurture natural curiosity, and cultivate the sense of affection and sympathy. To date, New York International School has been working closely with the Royal Government of Cambodia to develop human resources, and promote educational and economic sector in an attempt to reduce poverty in Cambodia, particularly to attain the millennium development goals of education, which is “Education For All”.
• To offer the best equality of education in New York International School
• To maintain high quality education standard.
• To develop human resources in Cambodia.
Goal
With clear vision and mission, we are confident that NYIS’s graduates will be equipped with the national and international standard quality education, which enable them to become an outstanding student, an intellectual worker, and a responsible and well-rounded citizen who are proficient in either Khmer general education, English or computer, which is of importance to responding to the job market.
Accreditation
New York International School was accredited by the Ministry of Education, Youth and Sports through the declaration No. 619 អ យ ប្រ ក dated June 7, 2004 on the operating of private school.

6.4. Teacher recruitment and management policy
Teachers who teach English in this institution must be professionally and academically oriented. Accordingly, they must be through-the-step selected at any time and situation and adopt the following common guidelines:
-Morality and commitment: teacher must be aware of the teaching professionalism;
-Teacher must hold Bachelor of Education degree( BEd) in TEFL;
-At least 1 year experience in teaching;
-Good lesson planning;
-Strong classroom management;
-Ability to create teaching aids and decorate classroom;
-Good spoken and written communication skill: determine levels have to be able to speak English fluently to meet the program objectives, which mainly focus on the four macro skills, especially Speaking and Listening.
-Good command of English Flexibility, adaptability, transparency, and enthusiasm;
-Computer literacy (Ms. Word, Excel, & PowerPoint) a plus.
6.5. Academic Period
-There is 3 months for each term.
-There is a course outline and for each level.
-There is a day off after break each term.

6.8 Multimedia Teaching Materials

To uphold the customers’ confident in this program management of material supplies, which reflects NYIS’s attention to its services, we introduce the things that we found in NYIS teaching as the following :
-Tape recorders
- Cassettes, CDs and VCDs
-TVs
-Visual Aids
-Head projector

6.9. Progress Management

Learning English in this school for the children they will start from the nursery class with the age from 3-5 as it call pre-school learning. Eventhough they are just as pupils that hardly to teach what the vocabulary meaning, what to do with drawing...etc.New York International school choose to teach them by using multi-media to make them interested in learning vocabulary.
As the speech of a female teacher name Ms. Cheng Sok Heng from the nursery class of NYIS said that “ her teaching is becoming influentially since the school has chosen to take multi-media teaching style and almost of her pupils got a successful learning then they can go to the next level. Certificate is awarded accordingly.
6.10. Progression Certificate
In NYIS there is an evident to recognize as an institution that provide the formal education is certificate.
6.11. Outstanding students in NYIS
New achievement for New York International School is received by outstanding student named Meng Techheang who won second rank silver medal in mathematics at national level.



6.12. Other activities to push the education in NYIS


 KGE Contestant grade 12 in NYIS (in Siem Reap branch)

KGE Contestant Grade 11 in NYIS ( in Toulkork branch)

KGE contestant grade 4 in NYIS (Orussey branch)




















Chapter IV
Result and Discussion
6.6. Level Descriptions
To get the certificate as the achievement of the study, students are required to go through the course level as the following:
No Course Level course book other
01 N1 (Nursery 1) Little friends
02 N2 (Nursery 2) Little friends
03 N3 (Nursery 3) First friends 1
04 N4 (Nursery 4) First friends 1
K1 (Kindergarten 1) First friends 2
K2 (Kindergarten 2) First friends 3
05 E1 (Elementary 1) Family and friends 1
E2 (Elementary 2) Family and friends 2
E3 (Elementary 3) Family and friends 3
E4 (Elementary 4) Family and friends 4
E5 (Elementary 5) Family and friends 5
E6 (Elementary 6) Family and friends 6
S1 Starter 1
S2 Starter 2
S3 Starter 3
American English File: Starter
American English File 1
American English File 2
American English File 3
American English File 4
L 11
L 11 A                    New English File Advance
L 12


6.7. Grading system

Remarks:
90-100 =  A+     (Excellent)
80-89   =  A       (Very Good)
70-79   =  B+     (Good)
60-69   =  B       (Faily Good)
50-59   =  C+     (Fair)
0-49     =  C       (Unsatisfatory)

Students of all levels must be evaluated through these criteria and depending on the real level they doing
No Assessment criteria Percentage
01 Attendance Regularly and carefully checked
02 Class Participation Regularly and carefully observed
03 Quizzes One is before the mid-term and the other is the end of the term.
04 Individual Assignments/ and Presentation Before the mid-term.
05 Homework Varies according to the subjects or teacher
06 Public speaking activities (except level Nursery and level Kindergarten) Once throughout the course
07 Group assignments/ and Presentation (except level Nursery and level Kindergarten) Once is before the mid-term and the other other
08 Presentation Skills (except level Nursery and level Kindergarten) One throughout the term
09 Mid-term Examination (MTE) As the school scheduled
10 Final Examination (FE) As the school scheduled

Final Result= MTE + FE + Others = 100%
Note: Mark of MTE or FE = 100; Mark of Other Criteria= Percentage given in the column.
Below  are the whole assessment criteria which are used to measure students’ ability in the program. Any of them is included in level which we think is right. You will see the assessment criteria used in each level and subject in the syllabus:
• Attendance: Students’ attendances have to be carefully and regularly checked. With the attendance, students would be to the following results:
- Students fail or repeat the class automatically if their attendances are lower than 50% of the total class attendance.
- Students get extra mark of 10% if their attendance range from 70% upwards.
• Quizzes: Quizzes are set up to remind students about the learning targets. Each quiz takes from 45 minutes only, and quizzes are up to the level of the students in.
• Individual Assignments: Students are encouraged to work and research independently with their own pace. The length of the individual assignment according to the level of students; and the time allowed.
• Group Assignments: Students are trained to practice solving problems or researching in a group of 3-5 students. They will need to cooperate and build a strong team relation in order to achieve a project. The group assignment length or dead line is up to the level of the students are in.
• Presentation:
a) Skill: This reflects students’ oral communication skill which is very important to improve their speaking skills as well as to communicate with people as a group. This is also a skill which is included in the curriculum rather than just a simple speaking activity.
b) Public Speaking Activities:
o To express themselves in the language through speaking to friends in the class.
o A tool used to improve students’ speaking abilities in these levels.
o Students are expected to learn how to be both confident putting the language they have learnt together and in public speaking.
- These are activities where the teacher can measure the students’ speaking ability.
- These activities may take from 10 to 15 minutes
• Homework: This is designed to check the comprehension ability of students over the language points they have learnt.
• Mid Term Examination: This exam is provide to students for only 60 minutes, and all the exam sheets to all students in all branches are provided by the head office in Beong Salang.
• Final Examination: The final exam will be regularly done at the end of the term. This exam take only 60 minutes only, and all the exam sheets are provided by the head office in Beong Salang too.
2. Policy of attendance
• Attendance Notification
To effectively and fairly manage students’ attendances, teachers must decide on the following:
a. Students must ask for absence permission in written notes.
b. Absence without permission is A= Absent
c. 5 Absence with written permission = 1 A
d. Absence without permission: 5 times/ month worth calling important people, such as parents or relatives so that they can intervene
e. If not improve aster calling, the branch managers are to ask for their cooperation on formal discussion about that in the office at the branch.
f. Teacher must follow points c to e carefully and responsibly.
• Exam Missing Condition
Students who miss tests or examination must agree to:
a. The test will be offered to students who failed to sit in the exam days if they ask for leave in advance.
b. For once who fail to sit in the exam days without informing beforehand,  they will also be given tests if the fill in permission form with reasonable clarification.
c. Contrary to the above mention, Zero score is marked . Students who fail to submit assignments, homework, or other kinds of outside-class work must agree to zero point for those works.
• Class Repetition Conditions
Because not all learners are 100% successful in their studies, the following class repetition conditions are practiced:
a. Points of below 50% of the total score
b. Attendances of lower than 50% of the class attendances. Student will get an extra mark of 10% or something, clearly stated in the assessment  criteria  table, of their attendances are from 70%- 100% ( the result of the class attendance is shown in the final result of each term)
7. Discussion  

The present study attempted to investigate the effects of multimedia glosses on vocabulary production and reading comprehension. One of the findings of the present study was that multimedia glosses and computer-based instruction have positive effects on vocabulary production. There was a significant difference among gloss groups and the comparison group. The result of this study is in tune with several other studies in this domain.  The result of this study is in line with Tabatabaei and Shams (2011), who concluded that the multimedia gloss groups learn the target words better than the control group. Likewise, Jones (2004) showed that all glossed groups outperformed the control group in vocabulary learning. But Yanguas (2009) found no significant differences between glossed groups and control group in vocabulary production. Ko (2005) showed that there was no significant difference between no gloss and L1 gloss condition.  Another finding of this study was that there were no significant differences among the glossed groups in vocabulary production. This result contradicts other studies such as Shahrokni (2009); Yen and Wang (2003); Chun and Plass' (1996); and Kim and Gilman (2008) that indicated that the text-picture annotation had better impact on vocabulary learning.
Furthermore other studies have endorsed the influential role of different multimedia glosses on vocabulary learning. For example Al-Jabri's study (2009) showed that L1 glosses had better performance than L2 glosses for reading comprehension. Yoshii ' study (2006) confirmed the positive effect of both L1 and L2 glosses on learners' incidental vocabulary learning and, in line with Al-Jabri (2009), stated that L1 text only had better function  for remembering words. In the case of reading comprehension, the result of this study showed that there were no significant differences among the glossed groups and the control group. In spite of a huge amount of   students' interests and motivation toward computer-based instruction and their fascination about the computerized passages consisting of annotated words, the glossed groups did not perform as they were expected. Although this result was to some extent unexpected and in contradiction to other studies done in this area, and there was no doubt about the efficacy of digital glossing, there were some factors that could have led to this result. One of the factors may have been the novelty of this method in the instructional environment of that high school and the fact that the students needed more time and opportunity to accommodate themselves to computer-based instruction. Another cause may have been due to the translation of the passages for the comparison group, which might have helped them to retain a general idea in their minds. Actually the comparison group got a result close to experiments groups but with more challenge and more mental engagement because they demanded more time for the post-test reading comprehension. On the other hand, multimedia groups learnt the material more comfortably and in a more enjoyable environment and responded to the post-test reading comprehension items in shorter time.
There is no doubt that multimedia instruction can be a great help for teachers and learners in improving the proficiency level in English courses. And there are so many studies that confirm the positive effect of multimedia glosses especially pictorial- textual gloss on reading comprehension. For example, Nagata (1999) and Farvardin and Biria (2012) confirmed the positive effects of multiple choice glosses on reading comprehension and deeper lexical processing. Unlike this study, Lomicka (1998) showed that computerized reading with full glossing results in deeper comprehension. Similarly, Yanguas' study (2009) showed that textual-pictorial glosses lead to better reading comprehension. In tune with the result of above mentioned studies, and unlike the present study, ShaImani and KhaliliSabet (2010) concluded that pictorial-textual glosses were the most effective gloss on reading comprehension.

CONCLUSION
This chapter shows the conclusion based on the discussion concerning the research questions in chapter III.
Firstly, the result from the research concluded that when teacher presents new vocabulary to students, it helps students understand and remember the new words faster than the old traditional way of presenting new vocabulary. Not only students can remember faster but they also feel more interested and motivated in learning vocabulary. For example, when teacher introduces the word “Car” by showing the video of the car; Students get the meaning and remember the word “Car” faster than just explain or draw the picture for them because the video is far more attractive to them.
Furthermore, the study also concluded the disadvantages of using multimedia in teaching new vocabulary too. As we know that everything or every method has its pros and cons. So this method of “using multimedia in teaching new vocabulary” is not an exception. Though there are lots of advantages of using multimedia, there are still some problems surfaced in this matter. In this case, we talk about pupils or the small or young kids. While introducing multimedia in classroom, some pupils can be too into it. For example, when teacher show some video that related to the lesson, they just watch the video and want to see of it. They can be more interested in multimedia tool more than the lesson.
To sum up, even there are some flaws in this method of using multimedia to teach new vocabulary, but the benefits that teacher and students get from it are more than we expected. In this 21st century, using technology as a tool to support during teaching is better than using the same old technique.








CHAPTER V
 RECOMMENDATION
1. Recommendation for improving this study

The following recommendations are offered as possible ways to improve this study.
• This research is only about the pupils or small children. So I hope the reader, researcher and students that interested in this method continue to research more about the use of multimedia in teaching Youth and Adult to see if there is any different result.
• This research is only focus on using multimedia in teaching vocabulary to pupils. It would be good if anyone attempt to do more research in using multimedia in teaching other skills.
2. Recommendations for Practitioners

The following recommendations are offered for practitioners in the field of education.
• Based on the results of this research, it is recommended that all teachers, especially the teachers who teach small children, should try to use multimedia in presenting new vocabulary to their students.










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 English Language Teaching; Vol. 5, No. 10; 2012 ISSN 1916-4742 E-ISSN 1916-4750
Published by Canadian Center of Science and Education
202 A Study of Multimedia Application-based Vocabulary Acquisition
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