Graddol: (1997:16) states that” technology lies at the heart of the globalization process; affecting

education work and culture’ Technology is utilized for the upliftment of modern styles; it satisfies both
visual and auditory senses of the students. With the spread and development of English around the
world, English has been learned and used by more and more speakers.

the landscape of language teaching has been transformed in recent years. While only a few years ago
the primary context and resources used in language teaching were the classroom, textbooks and the
tape-recorder or video player, today’s learners inhabit a different world. Interactive whiteboards,
mobile devices, computers and the internet are increasingly viewed as integral and necessary
component of the teaching and learning process and teachers are challenged to discover effective ways
of integrating technology into their lessons. And for many learners the classroom might constitute only a
small segment of their learning environment since they conduct much of their learning outside of the
classroom – at home, in a media lab, on the train or bus. The classroom has been “flipped” in many
cases and may serve not as the primary learning site but just one of many, and often as a place to
prepare for and review out of class learning.

Computers and interactive whiteboards are increasingly common in schools world-wide and the speed
with which schools can connect to each other and to the world constantly increases. For teachers and
students' technology is now mobile, and laptop computers, tablet devices and smartphones are a
normal part of the teaching and learning context in many schools. More and more teachers and school
administrators accept the role that digital resources and the internet can play in raising levels of
motivation and engagement in learners, supporting learners with different learning styles and helping
improve the quality of teaching and learning. The use of technology in a school is no longer an option
but is a core requirement of today’s schools. Teachers are expected to be technologically literate just as
quality schools are expected to make effective use of the resources technology makes available.

The Growth of ELT Through Technology

21st century is the age of globalization and is important to grasp on various foreign languages and
English language comes first. English Language Teaching has been with us for many years and its
significance continues to grow, fueled, partially by the Internet. With the rapid development of science
and technology, the emerging and developing of multimedia technology and its application to teaching,
featuring audio, visual, animation effects come into full play in English class teaching and sets a
favorable platform for reform and exploration on English teaching model in the new era. It’s proved that
multimedia technology plays a positive role in promoting activities and initiatives of student and
teaching effect in English class. Technological innovations have gone hand -in hand with the growth of
English and are changing the way in which we communicate. It is fair to assert that the growth of the
internet has facilitated the growth of the English language and that this has occurred at a time when
computers are no longer the exclusive domains of the dedicated few, but rather available to many. With
this there has been a very significant proliferation of literature regarding the use of technology in
teaching English language. Mostly these writings unequivocally accept technology as the most essential
part in teaching. In a sense, a tendency to emphasize on inevitable role of technology in pedagogy to the
extent of obliterating human part of teacher by technology part has been very dominant. And as a
result, if we neglect or ignore technological developments they will continue and perhaps we will never
be able to catch up, irrespective of our discipline or branch. For this reason, it is important for language
teachers to be aware of the latest and best equipment and to have a full knowledge of what is available
in any given situation. Teachers can use Multimedia Technology to give more colorful, stimulating
lectures

SUPPORT PROVIDED BY TECHNOLOGY: Levy (2010) identifies five levels at which technology can
support language teaching.

1. The physical level, with tools such as mobile phones, digital cameras, laptops and tablets. 2. The
management level, which includes learning management systems (LMSs) that enable the
administration, delivery, tracking, reporting etc. of a language course. 3. The applications level,
including word processing software, email and chat clients, social-networking sites and blogs. 4.The
resource level, which includes access to authentic materials, such as online newspapers, magazines,
language tutors and dedicated websites for learners. 5. The component technology level, such as
spelling checkers, grammar checkers, electronic dictionaries and other support tools.

Support for Learners

1.Enables flexible learning – students choose when and where to learn. 2.Supports different ways of
learning such as visual or auditory learning 3. Supports different skills, allowing students to focus on a
particular skill such as reading or listening. 4.Suitable for learners of different proficiency levels 5.
Encourages more active learning since students are more in control of the process and the outcomes.
6. Encourages learner autonomy giving learners choice over what they learn and how they learn it7.
Provides a less stress environment than classroom learning 8. Provides a social context for learning,
allowing learners to interact socially with other learners. 9.Increases motivation and allows access to
engaging materials such as digital games and YouTube content

Support for Teachers

1.Enables more learner-centered teaching: 2. Supports teaching with mixed-level classes: 3. Expands
the classroom to the real world: 4. Enriches the curriculum 5. Gives teachers a much wider range of
strategies to use in teaching 6. Provides new roles for teachers from transmitter of knowledge to a
facilitator who supports and guides student learning. 7.Provides opportunities for teachers to take
greater individual responsibility for their courses: 8. Creates a better learning environment where
students are engaged in interactions and communication among themselves. 9.Provides greater
opportunities for monitoring learning through LMSs as well as many

Support for Institutions

1.Enhances the reputation of the school, showing that the school is up to date with developments in
education 2. Supports a more individualized approach to curriculum development. 3. Teaching,
focusing on topics of interest to students and students’ needs. 4. Leads to better learning outcomes
since students receive additional learning opportunities beyond the time scheduled on the timetable.
5. Allows for greater flexibility in the curriculum since schools can use a blended mix that best suits the
needs of their clients. 6.Simplifies administration and record keeping through the use of a learning
management system (LMS).
Analysis on Necessity of Application of Multimedia Technology to English Teaching

1. To Cultivate Students’ Interest in Study: Nowadays, the stereotyped traditional teaching methods
and environment are unpopular while multimedia technology featuring audio, visual animation effects
naturally and humanely makes us more access to information besides, with such characteristics as
abundant-information and crossing time and space, multimedia technology offers a sense of reality and
functions very well, which greatly cultivates students’ interest and motivation in study and their
involvement in class activities.

2. To Promote Students’ Communication Capacity: Traditional teaching has hampered students’

capacity to comprehend certain language and also understanding to structure, meaning and function of
the language, and makes the students passive recipients of knowledge, So it is hard to achieve the target
of communication. With teachers’ instructions leading students’ thought patterns and motivating
students’ emotions, the multimedia technology seeks integration of teaching and learning and provides
the students greater incentives, The PPT courseware activate students’ thinking; the visual and vivid
courseware rand help them to transforms English learning into capacity cultivation. And such in-class
activities as group discussion, subject discussion, and debates can also offer more opportunities for
communication among students and between teachers and students. So multimedia technology
teaching has uniquely inspired students’ positive thinking and communication skills in social practice.

3. To Widen Students’ Knowledge to Gain an Insightful Understanding to Western Culture: The

multimedia courseware can offer the students abundant information; more plentiful than textbooks,
and help them to get of displays vivid cultural background, rich content and true-to-life language
materials, which are much natural and closer to life. Not only could learners improve their listening
ability, but also learn the western culture. Grasping information through various channels can equip; the
students with knowledge and bring about information-sharing among students and make them actively
participate in class discussion and communication.

4. To Improve Teaching Effect: Multimedia teachings enrich teaching content and make the best of class
time and break the “teacher centered” teaching pattern and fundamentally improve class efficiency.
Due to large classes, it is difficult for the students to have speaking communication. The utilization of
multi-media sound lab materializes the individualized and co-operative teaching. The traditional
teaching model mainly emphasized on teachers’ instruction, and the information provided is limited due
to traditional classes. On the contrary, multimedia technology goes beyond time and space, creates
more vivid, visual, authentic environment for English learning, stimulates students’ initiatives and
economizes class time meanwhile increases class information.

5. To Improve Interaction Between Teacher and Student: Multimedia teaching stresses the role of
students, and enhances the importance of “interaction” between teachers and students. A major
feature of multimedia teaching is to train and improve students’ ability to listen and speak, and to
develop their communicative competence, during this process, the teacher’s role as a facilitator is
particularly prominent. Using multimedia in context creation creates a good platform for the exchange
between teachers and students, while at the same time providing a language environment that
improves on the traditional classroom teaching model. In this way, teachers in the classroom no longer
blindly input information and force students to receive it in a passive way.
6. Creates a Context for Language teaching: Multimedia teaching creates a context for language
teaching. This method makes the class lively and interesting, as well as optimizing the organization of
the class. Multimedia has its own features such a s visibility and liveliness. During the process of
multimedia English teaching, sounds and pictures can be set together, which enhances the initiative of
both teachers and students, when using multimedia software, teachers can use pictures and images to
enrich the content of classes, and also imagine different contexts in the process of producing teaching
courseware, Students in the class can use multimedia to understand the class in a clear way. Through
the whole interactive process, it is apparent that using multimedia in ELT is effective in nurturing
students’ interest in learning English, as well as enhancing teachers’’ interest in English teaching.

7. To Provide Flexibility to Course Content: In addition, multimedia teaching is also flexible. It is obvious
that the context can be created not only in the classroom, but also after class. Multimedia language
teaching can also create a multimedia language environment for the purpose of conducting language
teaching. English teaching itself must focus on the guidance of teachers and be student-centered, which
we believe is one of the principles for language teaching. Students are bound to have some problems in
classroom teaching, which can be addressed under the guidance of teachers. In such circumstances,
students can use the new technology to their advantage, such as manipulating the network to contact
teachers, and receiving answers by email.

Analysis on Problems Arising from Application for Multimedia Technology to English Teaching

1. Major Means Replaced by the Assisting One: Application of multimedia technology is and assisting
instrument to achieve the projected teaching effect, while if totally dependent on, multimedia devices
during teaching, the teachers may be turned into slaves to the multimedia and cannot play the leading
role in teaching, it is observed in practice that a lot of teachers are active in multimedia technology
application but not proficient enough to handle it confidently. In class, they are standing by the
computer and students are fixing their attention only on the screen, and therefore, there is no eye
contact between teachers and students. The trend of modern information and technology teaching
appears to the extremity regardless of the essence of the traditional teaching. And hence, the notion of
Creative Education is to be fully comprehended that modern educational techniques serves an assisting
instrument rather than a target: and that should not dominate class. They are substitutes to effective
teaching and learning

2. Loss of Speaking Communication: English language and English analysis by the teachers are effective
in conveying knowledge to the students from English pronunciation to comprehension, improving
students’ English thought patterns and oral expression, Whereas, the introduction of multimedia
technology featuring audio, visual, textual effect fully meets audio and visual requirements of the
students and enhance their interest, but it also results in lack of communication between teachers and
students, replacement of teachers’ voice by computer sound, and teachers’ analysis by visual image and
students have’ few chances for speaking communication . With the favorable atmosphere by the mutual
communication between teachers and students fading away, and sound and image of multimedia
affecting students’ initiative to think and speak, English class turns to course ware show and students
are made viewers rather than the participants of class activities.

3. The restriction of Students’ Thinking Potential: It is clear that language teaching is different from
science subjects, for language teaching does not require demonstration by various steps, rather, the
tense and orderly atmosphere is formed through questions and answer between teachers and students,
Teachers raise impromptu and real-time questions and guide the students to think, cultivate their
capacity to discover and solve problems, however, due to over demonstration and pre-arranged order,
the courseware lacks real-time effect and cannot give feedback. It ignores emphasis and importance in
teaching; it also neglects instruction in students ‘thinking, inspiring their paths of thinking, strengthening
their capacity contemplating and solving problems. In this way, it should be noted that cultivation of
students’ thinking capacity should be the major objective in teaching and using of multimedia
technology and it should not take up the students’ time for thinking, analyzing and exploring questions.

4. Abstract Thinking Replaced by Imaginable Thinking: To enhance the students’ abstract thinking, the
multimedia technology makes content easier, and with its unique advantages, it can clarify the emphasis
in teaching. While if the image and imagination in students’ mind were merely showed on the screen,
their abstract thinking would be restricted and logical thinking would waste away. At present the
decreased students’ reading competence has become a major concern for reason that, textual words
are replaced by sound and image, handwriting by keyboard input. All in all, the multimedia as an
assisting instrument, cannot replace the dominant role of teachers and it is part of a complete teaching
process. Besides, it is not a mechanic imitation of teaching, rather it integrates the visual, textual
demonstration with teachers’ experience to contribute to the programmed, automatic and continuous
teaching project so as to enhance the overall improvement of students’ listening, speaking, reading and
writing.

5 The Computer Screen Can’t Substitute the Blackboard: Some teachers take the computer screen as
the blackboard, they have input exercises, questions, answers and teaching plans into the computer and
display them piece by piece, without taking down anything on the blackboard or even the title of a
lesson. It is known that teachers are supposed to simulate situations based on teaching and guide the
students to communicate in English. Beside traditional writing on blackboard is concise and teachers can
make adjustment and amendment to it if necessary. Furthermore, experienced teachers know well that
a perfect courseware is an ideal project in mind, and that in practice, they need to enrich the content on
the blackboard with emerging of new question raised by the students.

EXAMPLES OF THE USE OF TECHNOLOGY IN TEACHING THE FOUR SKILLS

Speaking and Pronunciation Skills

Computer-mediated communication: Synchronous (real-time) computer- mediated communication,

such as chat rooms and some other forms of near instantaneous interaction (for example, micro blogs),
shares many of the characteristics of spoken language, offering conversational-skills practice, and in an
environment that many learners experience as non-threatening. Spoken interaction: Programs such as
Skype and Google Hangout® allow two or more participants to interact. The inclusion of video in many
of these programs can be particularly helpful for learners, as the added visual information helps them to
understand the message

Comparing spoken texts: Some websites allow students to record a spoken text, such as a story, a
conversation or an oral presentation. Students can then compare their production with the speech of a
native speaker.

Listening Skills
Listening resources for L2 learners: Sites are available with material specially designed for L2 learners
and offering a variety of graded listening or viewing texts, with aids such as subtitles, glossaries,
captions, transcripts and comprehension quizzes. Authentic materials with learner support: A number of
websites provide access to a variety of listening text types (advertisements, movie clips, YouTube
videos), accompanied by listening-comprehension tasks. Authentic listening without learner support:
authentic listening materials in the form of news broadcasts, TED Talks, interviews and TV shows, which
a teacher can then create activities for.

Reading Skills

Fluency development: Speed-reading practice, with texts that progress in length and difficulty. Sentence
and text awareness: Activities that develop awareness of the grammatical and discourse organization of
texts. Test preparation: Activities to prepare students for the reading component of standardized tests
can include timed components, immediate or delayed feedback and model answers. Practice in reading
skills: opportunities to practice a range of skills, such as skimming, scanning, inferencing and
summarizing, with some software highlighting key parts of the text, with accompanying explanations.
Vocabulary building: Text-completion tasks where students see a text, guess missing words and get
feedback on their choices.

Writing Skills

Learner support: Web-based writing labs to help students with writing assignment. Sharing and
showcasing work: Students can share their compositions through desktop publishing or through sharing
via a blog or web publishing. Computer-mediated peer review: Students can share drafts of written
work, for example, in the form of blog posts that other students can then comment on Collaborative
writing: collaboration on writing tasks, making the process of generating ideas, drafting and revising a
piece more interactive such as Wikis Personal writing: Blogs enable students to create more personal
and expressive writing and to compare their blogs with those of other writers. Editing tools: These
include dictionaries, spelling checkers and model texts to assist learners as they write.

DETERMINING THE ROLE OF TECHNOLOGY IN THE CURRICULUM As the success of a curriculum is

increasingly dependent upon successful use of the affordances that technology makes possible, the role
of technology in the curriculum raises a number of important issues Principal among these are the
following:

What are the purposes for using technology? The role of technology in a school will depend on the
nature of the school, who its teachers and students, the nature of its programs and the extent to which
the resources and learning culture of the school can provide support for technology. What are the
benefits for teachers or learners and for the school? How will it change the nature of teaching and
learning? How will it support the goals of the curriculum? How will it lead to improvement in
development of knowledge and skills?

What technical skills do teachers and student need? Students and teachers are often at different levels
of skill with technology and computer software, with students sometimes at a higher skill level than
their teachers. Both need to be confident in using available resources and in learning new software
applications.
What are the infrastructure requirements? What assets and resources are available to support the use
of technology? Has any investment been made in specialist equipment or classrooms for the technology
curriculum? Do students have access to computers and other digital equipment either directly in their
classroom or in a media or self- access center?

What technology resources are available? The technology resources available for classroom use are
extensive and changing. They include computers, interactive whiteboards, mobile devices like
smartphones and tablets, digital cameras, social media platforms and networks, software applications,
and the Internet. Which of these are readily available and accessible? Will resources such as CD-ROMs
and other support materials such as commercially produced learning resources, be provided by the
school?

How will technology be integrated with classroom teaching, learning and assessment?

There are many ways in which technology can be integrated with teaching, learning and assessment,
and new possibilities become available almost weekly. For example:

1. Project-based learning using technology 2. Use of mobile devices in the classroom 3. Electronic
portfolio assessment 4. PowerPoint presentations 5. Learning with Mobile and Handheld Devices such as
cell phones, mp3 players and tablets 6. Creative uses of interactive whiteboards 7. Video-based final
assessment 8. Web-based projects and collaborative online research 9. Student-created media such as
like podcasts, videos, and slideshows 10. Collaborative online tools such as Wikis or Google Docs 11. Use
of social media

How will technology affect the ways teachers teach? Teachers who make use of technology find they
need to change the way they teach. It changes the role of the teacher who takes on different
responsibilities such as adviser, facilitator, and coach. As facilitator the teacher sets project goals,
provides guidelines and resources, and moves around the class providing suggestions and support for
student activity. Technology thus changes the nature of the relationship between teacher and students.
It creates the possibility of different kinds of teaching strategies and provides new ways of engaging
learners with and new ways of interacting with the teacher and with other students. It encourages more
autonomy on the part of learners, requiring teachers to give more choices to learners in making choices
about how to search for and use content.

What professional development opportunities will be provided to support teachers’ use of

technology. Teachers may need to two kinds of support: technical knowledge about how to use the
resources of technology, as well as advice on how to integrate technology into their curriculum
(Reinders, 2009). Without such support teachers may be hesitant to make use of the resource's
technology can offer. Such support can include workshops, a technology co-coordinator, as well as
support from other more experienced colleagues. Sharing information about successful uses of
technology can be achieved through newsletters, bulletin boards, informal meetings. Administrative
support within the school can also assist with problem-solving and training.