Use of Multimedia technologies in teaching English language is one of the best recent and technological approaches in language learning, especially to inculcate and strengthen the opportunities to achieve objectives of language pedagogy. In the present times, many academicians and professionals get to know the significance of using various technological devices in the procedure of language teaching and learning equally. The new approaches have made language learning more productive, effective, and communicative. So therefore, in the study, definitions of some important terms that related to innovation such as Multimedia, ICT are given. Further, some exploration of the possibilities to use Multimedia applications for effective learning of English is to be attempted. Moreover this study will interpret the learners’ attitudes towards the use of Multimedia technologies for learning English. Finally the conclusion is drawn as per the survey results indicated.
The Impact of Cultural Identity and Attitudes towards Foreign Language Learning On Pronunciation Learning Of Iranian EFL Students (Published)
The present study was an attempt to measure the impact of cultural identity and attitudes towards foreign language learning on pronunciation learning of Iranian EFL students. To do so, 60 Iranian EFL students studying at a high school in Sabzevar were selected. They were school boys and girls aging between 16 and 18 years of old. The Language Learning Attitude Questionnaire and the Cultural Identity Questionnaire were used in order to measure the participants’ attitudes and cultural identity towards pronunciation learning. The results indicated that the participants hold positive attitude towards pronunciation learning. Also, cultural identity has a meaningful association with learning pronunciation among the Iranian EFL students.
This paper investigates attitudes of non-native learners towards learning aspects of Arabic culture. To achieve the goal of the study, the researchers used a questionnaire. The sample included 43 students enrolled at Ali Baba International Center, Qasid Arabic Institute and Modern Arabic Language International Center (MALIC). Results showed that the non-native learners of Arabic have positive attitudes towards Arabic culture and they favored aspects such as rules and behaviors, customs and festivals, political institutions, history, family life and food.