Integrative CALL: Its Theory and Practice Blanka Frydrychova Klimova University of Hradec Kralove, Faculty of Informatics and Management uhk.cz EDULEARN 2014

Integrative CALL: Its Theory and Practice Outline Introduction – integrative CALL and its perception Importance of multimedia in ELT A survey Conclusion EDULEARN 2014

Integrative CALL: Its Theory and Practice EDULEARN 2014 Introduction CALL - one of the approaches in ELT classes; a blended part of traditional teaching (Veselá, 2012). Integrative CALL - uses multimedia and the Internet as the main technologies for ELT.

Integrative CALL: Its Theory and Practice EDULEARN 2014 Multimedia is characterized as a combination of text, audio, still images, animation, video, or interactivity content forms delivered by a computer (Vaughan, 1993). - must be carefully chosen to suit a particular teaching/ learning situation (Mayer and Moreno, 2002); - evaluation always needed.

Integrative CALL: Its Theory and Practice Importance of multimedia in ELT they affect more senses (Dale’s Cone of Experience, 1946); they are modern/fashionable; they are up-to-date; it can be usually easily modified; they are user-friendly; they are relatively inexpensive; they are eye-catching/appealing to students; they are stimulating; and simply, they are a natural means of student’s everyday use. EDULEARN 2014

Integrative CALL: Its Theory and Practice Use of multimedia in ELT classes: A survey held in autumn of 2013 at the Pedagogical Faculty of Constantine the Philosopher University in Nitra, Slovakia; 17 part-time students of English (16 females, 1 male); the biggest group (41%) of the respondents was between years old, while 29% of the respondents were between ; educational institutions: basic, secondary and language schools. EDULEARN 2014

Integrative CALL: Its Theory and Practice Survey findings Time spent on using multimedia in ELT classes EDULEARN 2014

Integrative CALL: Its Theory and Practice Use of multimedia in the teaching of language skills and structures EDULEARN 2014

Integrative CALL: Its Theory and Practice Time spent on using multimedia during an English lesson EDULEARN 2014

Integrative CALL: Its Theory and Practice Types of multimedia used in English classes EDULEARN 2014

Integrative CALL: Its Theory and Practice Benefits of multimedia in ELT classes lessons are more interesting for students; students get more involved into learning; they are more motivated and active; lessons offer a bigger variety of teaching; students develop real-life communication; students can develop four basic language skills, grammar, realia and intercultural communication; students develop their remembering and thinking skills; students are exposed to real English; multimedia affect more students’ senses; and both students and teachers have an easier access to authentic materials. EDULEARN 2014

Integrative CALL: Its Theory and Practice Discussion and Conclusion Teachers use multimedia on a daily basis (motivation and equipment); Web-sites + CD ROMs (5-15 min); Speaking and listening skills; Although multimedia have a positive effect on the development of L2 language acquisition, they must be carefully chosen to suit a particular teaching situation and to meet specific needs of students. Further research : a wider range of teachers + beyond the borders. EDULEARN 2014

Integrative CALL: Its Theory and Practice Thank you for your attention. EDULEARN 2014