“互联网➕”时代多媒体技术对高中英语教学影响研究

Introduction1.1BackgroundofStudy1.1.1RequirementoftheNewEnglishCurriculumReformIntheageofinformation,theInternethasemergedastheworld'slargestrepositoryofinformationresources,permittingeveryaspectofproductionanddailylife.Especiallyinthefieldofeducation,multimedia-assistedteachinghasbecomeanovelteachingapproach.Multimediatechnologyisconducivetostudents'engagement,activeexploration,cooperationandcommunication,anddevelopmentofcriticalthinking,whichisincomparabletotraditionalclassroomteaching.InthesixtharticleofthenewEnglishcurriculumstandardforseniorhighschool,itisclearlyproposedthatteachersshouldfullyutilizemodernmeansofeducationtopromotethedevelopmentofEnglishresources,facilitatetheexpansionofstudents'learningpaths,andencourageashiftinstudents'learningmethodssoastoenhancetheirlearningoutcomes.Simultaneously,itisalsoadvocatedthatteachersshouldtrytousemultimediasoftwareforteaching,whichnotonlypromotestheinnovationofteachers'teachingbutalsoenhancesthepersonalizeddevelopmentofstudents'learning.Inaddition,inJune2001,the“BasicEducationCurriculumReformOutline(Trial)”issuedinChinaalsoindicatedthatwehavetoemphasizetheapplicationofinformationtechnologyinEnglishcourses,promotingtheintegrationofinformationtechnologyandcurriculum.ForthesakeofimplementingnationalpolicyandmeetingthefundamentalrequirementsofthenewEnglishcurriculumstandard,ourcountryhasinitiatedareforminEnglishteaching.Tocompensateforthelimitationsoftraditionalteachingmethods,educatorsplacesignificantemphasisonincorporatingmultimediatechnologyintoEnglishinstructiontoengagestudents'multiplesensesandenhanceteachingefficiency.Consequently,integratingmultimediatechnologyintoEnglishteachingatseniorhighschoolhasemergedasameanstoenhanceinstructionaleffectivenessandhasplayedanexceedinglypivotalroleineducationaladvancement.1.1.2DevelopmentofMultimediaTechnologyOvertheyears,researchonmultimedia-assistedinstructionhasemergedasaprominenttopicinthefieldofeducation.However,withtherapiddevelopmentofscienceandtechnology,multimediaequipmentcontinuestoevolve,fromearlylisteningandrecordingdevicestoprojectors,electronicwhiteboards,andtoday’sprevalentinteractiveall-in-onemachines.Today,theeffectiveintegrationofmultimediawithtraditionalteachingremainsasignificanttopicfordiscussion.Advancesinscienceandtechnologyhaveledtoanincreasinglydiversifiedmodeofeducationandteaching,aswellasthewaysinwhichstudentsacquireknowledge.Consequently,adaptingtonewmediaenvironmentsposesathought-provokingchallengeforcontemporaryeducators.Multimediaoriginatedinaudio-visualteaching.Inthe1920s,electronictechnologygraduallyreachedastageofmaturity,enablingmultimediadevicessuchasslides,projectors,recorders,radios,andtelevisionstograduallyintegrateintotheclassroom.Overthepastdecade,interactivewhiteboards,whichwererecognizedasoneofthemostcruciallearningtechnologies,havereceivedalotofattentionandfinancialsupportfromtheglobaleducationsector.From2004to2007,theuseofelectronicwhiteboardsinBritishprimaryandsecondaryschoolssoaredfrom28%to98%.Intheindustry,therevenuefrominteractiveelectronicwhiteboardshasreachedbillionsofdollars,whichshowsthewidespreaduseofinteractiveelectronicwhiteboards.Since2004,theinteractivewhiteboardhasbeenwidelyusedinclassinChinaduetoitsdiversefunctionsandflexibleapplication.1.2SignificanceofStudyInlightoftherapidprogressionoftheglobaleconomyandscienceandtechnology,schooleducationisfacingamajorreformasaresultoftheincreasingdemandforEnglishproficiencyfacedbythetalentsofthenewera.ThetraditionalwayofteachingEnglishhasgraduallyfailedtomeettheneedsofEnglishteachingreformintheneweraduetoitslackofinterest,monotonousform,andlimitedlanguageenvironment.ThestudyontheinfluencesofmultimediatechnologyinEnglishteachingatseniorhighschoolsismeaningful.Firstofall,combinedwiththeapplicationmodeofmultimediaEnglishteaching,teachersexplorenewmethodsofEnglishteachingandoptimizetheclassroomstructureandteachingstrategiestoimprovetheoverallenvironmentofEnglishteaching.Inaddition,inaccordancewiththetechnologicalrenovationmode,teacherscontinuetoprovidestudentswithmoreinnovativeteachingmethodsandmorecomprehensivereadingmaterialsbyintegratinginteractivemultimediatechnologywithEnglishteaching,achievingoptimalteachingoutcomes.2.LiteratureReview2.1KeyTermsandBasicConcepts2.1.1DefinitionofMultimediaMultimediahasthedoublemeanings“multiple”and“media,”anditscorewordis“media.”Multimediareferstoatypeofhuman-computerinteractiveinformationexchangeandcommunicationmediumthatintegratestwoormoremediawithinacomputersystem.Thisincludestext,images,photographs,audio,animation,andfilms,aswellastheinteractivefeaturesprovidedbytheprogram.Scholarsathomeandabroadputforwardvariousdefinitionsofmultimedia.Tannenbaumconsideredmultimediatobeanabbreviatedformofmedia(1998:2).Schwartz&Beichnerbelievedthatmultimediawasakindofmediathatwasusedinvariousformsinpresentation(1999).Maddux,Johnson,&Williamstooktheopinionthatmultimediaisacomputersystemthatcontainsatleastoneoftheelements:audioorcomplexsound,music,video,images,3Dgraphics,animation,andhigh-resolutiontextgraphics(2001:253).2.1.2DefinitionofMultimediaTeachingMultimediateachingreferstoakindofteachingmethod.Intheteachingprocess,basedonthecharacteristicsofteachingobjectives,teachingobjects,andteachingdesign,teachersreasonablyselectandcombinemodernmeansofteachingwithtraditionalteachingmethodstoparticipateinthewholeteachingprocess.Theultimategoalistoformareasonablestructurefortheteachingprocessandachievetheoptimalteachingeffect.Anditcanalsobecalledcomputer-assistedinstruction(CAI).MultimediaEnglishteachingischaracterizedbyindividualizedteachingbyteachers,autonomouslearningbystudents,andrichresources.Therefore,ithasbecomethemaintrendofcontemporaryEnglishteachingandalsothemaindirectionofteachingreform.Withtherapiddevelopmentandpopularizationofcomputertechnology,multimediacomputershavegraduallyreplacedthestatusoftraditionalteachingmedia.2.2RelationshipBetweenMultimediaandTraditionalTeachingMethodsSomethinkthatinordertoincreasestudents’interestandimprovetheirEnglishlearningefficiency,multimedia-assistedteachingisthemostusefulway,whileothersholdthat,comparedwithusingacomputertoteach,thetraditionalteachingmodehelpstonarrowthedistancebetweenteachersandstudentsandletsstudentspaymoreattention.However,bothideasaretooabsolute.Thefollowingpartistobalancetherelationshipbetweenthetwobylistingtheadvantagesanddisadvantages.2.2.1TraditionalEnglishTeachingFromtheperspectiveofteachers,inthetraditionalmodeofteaching,thestatusofteachersisveryimportant.Intheprocessofteaching,teachersinteractwithstudentsmoreandunderstandtheirlearningprogress,whichnotonlyhelpsstudentssolvetheirlearningproblemsbutalsoallowsthemtoexchangeviewswiththemandinfluencestudentswiththeirwordsanddeeds.Ingeneral,teachersexertasignificantroleinstudents’learningprocesses.Fromtheperspectiveofstudents,whatismostimportantisconcentrationandefficiencyinclass.Asthesayinggoes,thepalestinkisbetterthanthebestmemory.Therefore,takingnotesisagoodwaytohelpstudentsimprovetheirefficiencyinclass.Thereisnodoubtthatteachers’blackboardwritinginclassissignificantforstudentstowritedownthekeypointsandpaymoreattention.However,thelimitationsoftraditionalEnglishteachinghavegraduallyemerged,whichincludethefollowingaspects:First,thereisalackofaconduciveatmosphereforlanguagelearning.Asweallknow,theultimategoaloflanguagelearningistofacilitatebettercommunication.Withoutagoodlanguageenvironment,itishardforstudentstoachievetheircommunicationgoals.Inaddition,traditionalteachingisinthiskindof“teachersteach,studentslearn”mode.Therearecertainlimitationsinthisteachingmode,andteacherstendtoneglecttheexplorationandexpansionofteachingmethodsandpayinsufficientattentiontostudents'feedbackintheteachingprocess,aswellasthecultivationofstudents'abilitytopracticallyapplyEnglishintheirdailylivesafterclass.Secondly,thereisarestrictedlanguageapplicationenvironment.ExpandingthescopeofEnglishlanguageapplicationisthebasisforimprovingstudents'oralEnglishability,yetthetraditionalEnglishteachingmodeldoesnotfullycoverthisaspect.Undernormalcircumstances,theuseoflanguageislimitedtoquestionsbytheteacherordiscussionsbetweenstudents.OwingtothelackofanEnglish-languageenvironmentindailylife,moststudentsfinditdifficulttoimprovetheiroralexpressionabilities.Thirdly,thereisalossofinterestinlanguagelearning.Owingtotheinfluenceofexam-orientededucationonteaching,manyteachersmanagetoimpartEnglishknowledgeasmuchaspossibletostudentsbutignorethesignificanceofoptimizinginstructionalstrategiesandselectingappropriateteachingmaterialsaccordingtothepersonalizedneedsofstudents.ForstudentswithlowEnglishproficiency,thisgreatlyreducestheirmotivationandengagementinthelearningprocess.2.2.2ApplicationofMultimediainEnglishTeachingTheadvantagesofmultimediainEnglishteachingareasfollows:Firstofall,innovativemultimediateachingmethodscaneffectivelyenhancestudents'enthusiasmforlearning.Theuseofaudio-visualteachingmeanscancompensateforthelimitationsofthetraditionalteachingmodelintextnarrationandvisualizationandtransformmonotonoustextintovividandinterestingimagesorsentences,whichmakesthecontentofthetextbookclosetotherealityoflife.Inthisway,multimediateachingnotonlyintegratesentertainmentelementsintolearningbutalsoarousesstudents'interest.Secondly,thevarietyofexternalstimuliprovidedbymultimediaisconducivetoknowledgeacquisitionandretention.Thestimulusprovidedbyamultimediacomputerisnotasingleformbutacomprehensivestimuluscoveringavarietyofsenses,whichplaysanimportantroleinconsolidatingknowledge.Becausethemultiplestimuliofwords,sounds,andimagesactonmultiplesensesofstudentsatthesametime,triggeringpositiveresponsesintheircognitivestructureandenablingthemtoquicklyunderstandthemeaningofthetext,thelogicalconnectionsbetweenseveralparts,andthesignificanceandusageofkeywords.Thishelpstodeepentheprocessoflanguageinformationinternalization,thusimprovingthelearningeffect.Thirdly,theapplicationofmultimediatechnologycancreateafavorableenvironmentforEnglishcommunication.IntheinstructionofmiddleschoolEnglish,itiscrucialtoemphasizetheenhancementofstudents'communicativecompetenceintheclassroomsetting.Byimplementinghigh-qualityandefficientcommunicationactivities,studentscanstimulatetheirenthusiasmforlearning,providingthemwiththeopportunitytopracticetheirexpressiveabilityinanaturalenvironment,ultimatelyleadingtotheacquisitionoflanguage.2.2.3RelationshipBetweenMultimediaandTraditionalEnglishTeachingTraditionalEnglishteachingandmultimediateachinghavetheirownprosandcons.However,bothteachingmodesareindispensableinEnglishteaching—complementaryandmutuallyreinforcing.Asahighlypracticalsubject,thetraditionalteachingmethodofEnglishisoftenlimitedtoteachers'one-wayexplanationandlisteningtorecordings,resultinginalackofopportunitiesforstudentstopracticeandexercise.However,theintegrationofmoderneducationaltechnologyandmediahasgreatlyenrichedtheformandstructureofEnglishclassroomteaching,givingmodernEnglishclassroomteachinganincomparableadvantage.Multimediacoursewaredisplaystheteachingcontentvividlythroughtheexpressionofaudio-visualcombination,sound,andimagesothatstudentscanbroadentheirhorizonsandeffectivelypromotethehighefficiencyofclassroomteaching.Multimediacoursewaremakestheteachingprocessmorelively.Forexample,whenexplainingthecourseofaskingdirections,theteachercanbuildaminiaturecitymodelwiththehelpofmultimediacoursewareandpresentthesentencepatternsofaskingdirectionsandgivingdirectionsandkeytraffictermsbysimulatingreal-lifescenes.Inclass,teacherscreatealearningenvironmentclosetorealityforstudentssoastoshortenthedistancebetweenstudentsandlearningmaterialsandhelpthemtoconstructassociationsbetweenthingsandwordsintheirminds.WhatisworthmentioningmostisthatmultimediaprovidesabundantresourcesforEnglishteachingandcreatesfavorableconditionsforstudents'personalizedlearningandindependentlearning.Withthehelpofthenetworkplatform,studentscanfindrelevantcontentaccordingtotheirownneeds.Multimedia-assistedEnglishteaching,anewteachingmethod,hasshownabrightfuture.However,asanauxiliarytoolofconventionalteaching,multimediatechnologycannotreplacethebasicmeansoftraditionalteaching,suchastheteacher’sexplanationandblackboardwriting,andcannotaffectthedominantpositionofteachersinteaching.Therefore,Englishteachersmustproperlymanagethedegreeofusingmultimediatechnologytooptimizeclassroomteaching.2.3ResearchatHomeManyscholarsathomehavedonealotofresearchonthis,includingthetheoreticalbasis,teachingmethods,learningcharacteristics,andsoon.Forexample,HeGaodaintroducedthepracticalapplicationofmultimediatechnologyinforeignlanguageteachingandelaboratedonitsinfluenceonmodernforeignlanguageteachinginhisbooksMultimediaandModernLinguistics(1999)andModernEducationalTechnologyinForeignLanguageTeachingandLearning(2002).HeKekang(1997)pointedoutthattheapplicationofmultimediatechnologywillcompletelychangetheteachingmode,teachingcontent,teachingmethods,andeducationalmethods,thustriggeringfundamentalchangesineducationalthinking,teachingtheory,andeventheentireeducationalsystem.Thereasonwhymultimediatechnologyhassuchfar-reachingsignificanceinthefieldofeducationisthatithasmanyfunctionsthatareextremelyvaluabletoeducationandtheteachingprocess,whicharenotpossessedbyothermedia(suchasslides,projection,film,soundrecording,television,etc.).WuJiang(2006)statedthattheapplicationofeducationaltechnologyhaschangedstudents’learningfromasingleclassroomlearningmethodtoamulti-modalandmulti-approachdirection.Textbooksandteachersarenolongertheonlyobjectsforstudentstoacquireknowledgefrom.Throughmultimediaandnetworktechnology,studentscannotonlyacquireknowledgeintheclassroomthroughteachers’lecturesandmultimedia-assistedteaching,butalsothroughmultimediacoursewareorinformationnetworksforindividualizedlearning.NieQingmei(2020)analyzedtheapplicationofmultimediatechnologyinEnglishlanguageteachingandcametotheconclusionthatmultimediatechnologyisveryhelpfulforEnglishlanguageteaching.ZhouTianliang(2021)affirmedthebenefitsofmultimediatechnologyforteaching,andhementionsthattheuseofmultimediatechnologyinteachingcaneffectivelystimulatestudents'interestandimproveclassroomefficiency.2.4ResearchAbroadThedevelopmentofmultimediatechnologyinforeigncountriesbeganintheearly1990s.Computer-AssistedEnglishInstruction(CALL)isastudystartedin1963atStanfordUniversityintheUnitedStates.Inthelate1970s,thistechnologygraduallymaturedandbegantoplayaroleineducationinthe1960s.Withtherapidpopularizationofcomputersandthematurityofmultimediatechnologyinthe1980sand1990s,CALLhasbeendevelopedverticallyanddeeply.Inthe21stcentury,duetotherapiddevelopmentofnetworktechnologyandtheestablishmentofhigh-speedInternet,computer-aidedforeignlanguageteachingcenteredonthenetworkhasabroaderscope.Forinstance,Frizzier(1997)gavetheirunderstandingofthedevelopmentofCALL.AccordingtoLevy's(1997)definition,multimedia-assistedinstructionreferstotheuseandstudyofmultimediainlanguageteachingandlearning.What’smore,MontaliandLewandowski(1996)foundthatmultimediawaswelcomedbymanystudentsatthesecondaryschoollevelasatooltoenhancereadingskills.Thesestudentsbelievedthatmultimediacouldstimulatetheirinterestinlearningandmotivatethemtoreadmorebooks.Taylor(1980)haspointedoutthatteachingprogramsshouldbebasedontheuseofmultimediaasanaid,or,inotherwords,multimediaasacarrierofinstructionalmaterialsthatcanassiststudentsintheirlearning.MethodologyThroughquestionnairesandinterviews,thesurveyexaminesthepresentconditionofmultimedia-assistedEnglishteachingandlearninginGradeoneataseniorhighschool.3.1ResearchQuestionsThisstudyfocusesonthefollowingquestions:Whataretheattitudesofteachersandstudentstowardsmultimedia-assistedEnglishteaching?Whateffectsdoesmultimediahaveonstudents’learning?HowcanweenhancethepositiveimpactofmultimediaonEnglishlearning?3.2ResearchDesignBymeansofaquestionnairesurveyandclassroomobservation,theauthordeeplyprobesintotheactualsituationofmultimediaapplicationinGrade1ataseniorhighschool.Atthesametime,theauthoractivelyseekssolutionstotheproblemsexposedintheprocessofmultimedia-assistedteachinginordertoensurethequalityandefficiencyofteaching.3.2.1ParticipantsThesubjectsofthequestionnaireinclude14teachersfromGrade1inaseniorhighschool.MostofthemtakepartinEnglishteachingforlessthan5years.And50studentsarefromclassseven,gradeone,intheschoolwhoareabout15or16yearsold.Andtwoteachersattheschoolareincludedintheinterviews.3.2.2TheMaterialsTwodifferentversionsofthequestionnaireweredesignedbytheauthorsforthestudentandteachergroups.Questionnaire1,including15questions,isforteachers.Questionnaire2,including16questions,isforstudents.ThequestionnairesaredesignedbasedonHeGaodaandFanJiaolian(2004,15)andalsobasedonsomeotherscholars’researchversions.Bothofthequestionnairesarequotedfromthethesis“ResearchonImprovingIntegrationTeachingEffectandEfficiencyUsingMultimediaTechniques,”writtenbyZhangChunlinfromNanChangUniversityin2007;and“JuniorHighSchoolMultimediaStudyoftheEffectivenessofClassroomTeaching”,writtenbyZhengLinxiaofromAnHuiNormalUniversity.Someothernecessaryitemsareaddedwithsomeadjustmentsinordertosuitthestudyandembodytheteachingsituationatthepresent.Inthequestionnaireforteachers,fouraspectsareinvolved.Thefirstpartisabouttheteachers’opiniontowardsmultimedia-assistedEnglishteachinginEnglishclass.ThesecondoneisabouttheeffectsofmultimediaEnglishteaching.ThethirdoneisabouttheadvantagesanddisadvantagesofmultimediaEnglishteaching.Andthelastoneisabouttheuseofmultimedia-assistedEnglishteachinginEnglishclass.Aboutthequestionnaireforstudents,thediscussedquestionsareasfollows:students’opinionstowardsmultimedia-assistedEnglishteaching,theeffectofmultimediaEnglishteaching,andtheadvantagesanddisadvantagesofmultimediaEnglishteaching.Withtheaimofobtainingmorereasonableresults,theauthorconductedin-depthinterviewswithteachersandstudents.First,theauthorrandomlyselectedtwoteacherstoconductin-depthinterviewsface-to-face.Next,theauthorasksthemthreespecificquestions,thenrecordstheirresponses.Intheinterviewprocess,theauthortriestoguidethemtoexpresstheiropinionsbyaskingquestionsratherthanmakingjudgmentsdirectly.Theseinterviewquestionsforteachersaredesignedtocomprehendthepresentconditionofmultimedia-assistedEnglishteachingwiththepurposeofimprovingtheapproachtoteaching.3.3ResearchProcedure14teachersand50studentsareselectedassubjectstofilloutthequestionnaires.Questionnaire1(Appendix2)isdesignedforteachers.And14teachersarefromGrade1inaseniorhighschool.Questionnaire2(Appendix3)isdesignedforstudents.And50studentsarechosenassubjectsfromclassseven,gradeone.Theinformationcollectedisanalyzed.Afterfinishingthequestionnaires,theauthorselectstwoteachersrandomlyfortheinterviewinordertogetmoreinformationaboutmultimediaEnglishteachingandgetsomeenlightenmentfromit.ResultsandAnalysisInordertoensuretheaccuracyandrationalityoftheexperimentalresults,theauthorselectedstudentsandteachersasthesubjectsofquestionnairesandinterviews.Thisnextsectionaimstoanalyzethedatacollectedfromthequestionnairesandsummarizetheresultsoftheinterviews.4.1Analysisofthequestionnaires4.1.1GeneralinformationofteachersTable4-1Teachers’GeneralInformationQuestionChoicesNumberPercentageTeachingageLessthan5years1178.57%5to10years214.29%Morethan10years17.14%EducationaldegreeBachelor’sdegree857.14%Master’sdegree642.86%ThetotalnumberofEnglishteachersinGradeOneis14.Amongthem,thereare11teacherswithlessthanfiveyearsofteachingexperience,accountingfor78.58%ofthetotal;teacherswithfivetotenyearsofteachingexperienceaccountedfor14.29%;andtheproportionofteacherswithmorethan10yearsofteachingexperienceis7.14%.Intheschool'steachingteam,theproportionofteacherswithbachelor'sdegreesoraboveis57.17%,theproportionofteacherswithmaster'sdegreesis42.86%,andtheproportionofteacherswithjuniorcollegeanddoctor'sdegreesareveryfew.ItcanbeobservedfromTable4-1thattheteachingteamoftheschoolismainlycomposedofyoungandmiddle-agedteachers,whichisadynamicteam.Theirteachersarestrong,withabachelor'sdegreeoraboveandamaster'sdegree.Thenumberofteachersaccountedforarelativelyhighlevelofteaching.Thisisconducivetoimprovingtheteachingefficiencyofteachers,andatthesametime,thehighcomprehensivequalityofteachersalsohelpsstudentstobetterabsorbknowledge.Thehigheducationallevelofteachershelpstoimprovethecomprehensivequalityoftheteacherteam,whichmeansthattheteacherlevelishigher,conducivetoeffectiveinteractionandcooperationbetweenteachers,andthushelpstoimprovetheteachingquality.4.1.2Teachers’AttitudesTowardstheApplicationofMultimediaTable4-2Teachers’AttitudesQuestionChoicesNumbersPercentageAttitudesoftheapplicationofmultimediainEnglishteachingNecessary14100%Dispensable00%Unnecessary00%FavoriteteachingmethodTraditionalteachingmethod00%Multimedia-assistedteachingmethod214.29%Combinationofboth1285.71%Intheteachingprocess,theapplicationofmultimediaisveryessential.Accordingtothedata,teachersarewillingtousemultimediatechnologyinclassroomteachingandgenerallybelievethatthismethodhasagoodteachingeffect.Theyshowgreatenthusiasmforteachingmethodsthatcombinetraditionalteachingmethodswithmultimedia.Inviewofthesedata,wecanseethatthevastmajorityofteacherspaymoreandmoreattentiontotheroleofmultimediainforeignlanguageteaching.4.1.3Students’AttitudesTowardstheApplicationofMultimediaTable4-3Students’AttitudesQuestionChoicesNumbersPercentageAttitudesoftheapplicationofmultimediainEnglishteachingNecessary4488%Dispensable510%Unnecessary12%FavoriteteachingmethodTraditionalteachingmethod12%Multimedia-assistedteachingmethod1138%Combinationofboth3876%Accordingtothedataintheabovetable,wefindthatupto88percentofthestudentsthinkthatmultimedia-assistedEnglishteachingisnecessary,10percentofthestudentsregarditasoptional,andonly2percentofthestudentsthinkthatitisnotnecessary.Intermsofstudents'preferredteachingmethods,about76percentofstudentspreferthecombinationoftraditionalteachingandmultimedia,38percentofstudentsprefermultimediateaching,and2percentofstudentsacceptthetraditionalteachingmethodonly.ThisdemonstratesthatstudentswidelyrecognizethepositiveroleofmultimediatechnologyinimprovingEnglishteaching,andtheorganiccombinationoftraditionalteachingmethodsandmultimediateachingmeanscannotbeignored.4.1.4EffectsonMultimediaTeachingTable4-4Teachers’AttitudesTowardstheEffectofMultimediaQuestionsChoicesNumbersPercentageHelpfulnessinimprovingEnglishlearningefficiencyYes14100%No00%Notsure00%HelpfulnessinenhancingacademicperformanceYes1392.86%No17.14%Table4-5Students’AttitudesTowardstheEffectofMultimediaQuestionsChoicesNumbersPercentageHelpfulnessinimprovingEnglishlearningefficiencyYes4692%No24%Notsure24%HelpfulnessinenhancingacademicperformanceYes4794%No36%Alargeproportionofteachersbelievethatmultimedia-assistedEnglishteachingcanhelpstudentsimprovetheirlearningefficiencyandacademicperformance.Theyholdpositiveattitudestowardsmultimediateaching.Asforstudents,mostofthemthinkmultimediaishelpfulinimprovingEnglishlearningefficiency,accountingfor92%.Only2percentofstudentsfinditnothelpful,and2percentofthemarenotsurewhethermultimediaishelpfulforlearningefficiency.4.1.5AdvantagesandDisadvantagesofMultimediaTeachingTable4-6Students’ViewsTowardstheCharacteristicsofMultimediaTeachingQuestionsChoicesNumbersPercentageTheadvantagesofMultimedia-assistedteachingRichinformation,broadvision,theexpandedfieldofknowledge1632%Morerelaxedandinterestedinclass2040%Vividimageshelpdeepenunderstanding1224%Others44%Table4-7Students’ViewsTowardstheCharacteristicsofMultimediaTeachingQuestionsChoicesNumbersPercentageThedis