EFL Teachers and CALL

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Computer Assisted Language Learning 0958-8221/01/1401-0003$16.002001, Vol. 14, No. 1, pp. 314 # Swets & Zeitlinger

The EFL Teacher and the Introduction of Multimediain the Classroom

Ma Victoria Fernandez Carballo-CaleroUniversidade de Vigo, Spain

ABSTRACT

It is clear that the introduction of multimedia into our classrooms, and in particular theintroduction of the multimedia computer in our English classes, cannot be carried out overnight.After establishing a series of variables as the `setting', with the presence or the absence of theteacher, the age of the students, and the role of the computer, we have to face the reality that, ifwe are going to introduce the computer and multimedia in our classrooms, the teacher's rolemust change. Not only the role of the EFL teacher will have to change, but also the reticentattitude of many of our teachers towards this kind of innovation. One of the basic necessities inour times, apart from the economic one, is the EFL teachers' training in CALL.

1. INTRODUCTION

The introduction of multimedia (`multimedia' being considered the `multi-

media computer') in our classrooms is a difcult matter. English classes are

usually still based on `traditional lectures'. Besides the problem of economics,that is, a lack of resources, most teachers who teach this subject are stillreluctant to introduce the computer into the classroom. The older teachers

sometimes do not even know how to use a word processor, since they have

never had to. The younger ones, however, acknowledge the advantages thattechnology can offer, but they have to face a number of barriers which leadthem to avoid the use of computers in their language classes.

Correspondence: Ma Victoria Fernandez Carballo-Calero, Dpto. de Filologa Inglesa, Campusde Orense (Universidad de Vigo), As Lagoas s/n, Orense 32004, Spain. Fax: 998-387159;

E-mail: [email protected]


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2. `THE SETTING': THE TEACHER'S PRESENCE/ABSENCE

The rst thing that needs to be dened is the `setting': is there an availableteacher present, with a supportive role or, on the other hand, will the learningbe carried out without any type of human support?

We will assume that the teacher will be present in the classroom, as this will

be the context of our eld studies, and also because we consider his presence

to be of great importance as we will see in what follows.

3. COMPUTER-TUTOR, COMPUTER-TOOL

It will be also necessary to decide whether the computer will be used as a`tutor', with a directive role (English courses on CD-ROM) or whether it will

be used as a `tool', with a nondirective role (word-processor, e-mail,

dictionaries, language corporaF F F). The teacher's presence will be more

necessary when the computer is used as a `tool', since the student will not bedirected by the computer and at the same time he may lack the necessary skillsto use such a `tool'.

We will refer mainly to the use of the computer in its role as a `tutor' since

most CALL programmes are designed in this way, but even so, and as

mentioned above, we do not discard the necessity, or at least the convenience,of the teacher's presence even when the computer is being used in this role.

4. AGE OF STUDENTS

It will be necessary to keep in mind who the users of the software will be. The

age of the students is very important in this sense. It is easier for an adult totake the responsibility for his own learning than for a child to do so.

Thinking of the computer as a `tutor', a team of researchers of theUniversity of Vigo carried out a comparative study (De Prada & Fernandez,

1999) in which they tried to analize the effects of learning English vocabularywith multimedia and compare them with the effects they saw when the

subjects (children aged between 6 and 11) were carrying out a more traditional

task such as `learning vocabulary with the help of ashcards'. One of the main

conclusions was that the use of the multimedia computer, frequently

associated with motivation and autonomy, was not a specially motivating

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element unless it was combined with different types of activities and

materials. The computer became an element of practically no help if not for

very autonomous or responsible learners. In this specic study, most learnerspreferred the use of `ashcards', which implied a closer learnerteachercontact. But we should make clear that they were working with computers as

`tutors', without signicant interference on the teachers' side.

However, the team members state that the conclusions refer to a specic

CD-ROM English language program, sharing characteristics with most of theEnglish language programs available on this format nowadays in the marketand acknowledge the likely different results they could have reached if the

learning program would have demanded on the part of the learners a more

creative and motivating kind of activity in which the learning took place in amore meaningful way through, for example, the attainment of certain goals orobjectives.

As opposed to this, in a study carried out by Soo and Ngeow (1997), with

Malaysian university students of English with multimedia, when evaluating

them on what they had liked the best about the MCALL program, theyfrequently answered that it was the teacher's absence. But it is necessary tokeep in mind the disposition of Malaysian culture to avoid running risks in

front of peers or teachers.

When one has considered some of the factors that come into play in dealing

with the introduction of computers into EFL classrooms, it is important todraw our attention to the role of the teacher in its widest sense.

5. THE EFL TEACHER'S TASKS

Oxford and Shearin (1994) summarize the English teacher's tasks:

to identify the reasons why the students study the TL (integrative and

instrumental; but also others, such as the use of private codes, showing off,

etc.); to help the students to establish their goals in a realistic way, to reach them

and to assess themselves, always keeping in mind the variety of learningstyles;

to increase the student's motivation speaking to him of the benets of a L2;

to make the class a positive place where psychological needs are satised

and anxiety is reduced to the minimum;

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to insist on the students selfevaluation and encourage the achievement of

certain specic goals instead of the comparison with other students; since in

this way their autoeciency feeling will increase thanks to themselves andnot to their peers or teacher.

These tasks will add to the specic ones of the CALL teacher.

6. THE CALL TEACHER'S ROLE: CHANGES

First of all it is necessary to specify that the main objective is for the student to

learn English, independently of the method, system or means.

When we speak of learning English with multimedia we have to attend tothe teacher's role, since it is different from the one he plays in traditional

teaching based on lectures.

It is obvious that the possibilities of the multimedia computer are numerous

when it comes to learning a language; and possibly, learning through amultimedia computer most resembles real or authentic situations; but we must

not forget that the language teacher has got answers the computer lacks; then,neither should we overvalue the role of the computer, nor should we set

unrealistic goals that will be impossible to reach.

In general terms, one could say that the ideal situation would be for thestudents to do `drill and revision' exercises with the help of the computer, and

for the language teacher to devote himself to activities of a more communi-cative type.

However, we have to keep in mind that in English classes (the case that we

are analyzing) we sometimes have more than 50 students. They can be also

very varied and have very different levels of English. The classes are denitelynot `one-to-one' classes. Consequently, the use of the computer in theclassroom is proposed as an ideal solution to make up for the limitations of the

traditional classroom.The presence of the computer in the classroom would seem to require

signicant changes in the teacher's role.Ely and Plomp (1986, p.246) provide us with a series of norms for the

successful implementation of educational programs. In norm 6 they speak ofthe change in the teacher's role when media is going to be in charge of part of

the content.

The teacher will be less of an information-giver and more of a

learning facilitator. Fewer professional teachers may be required if

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roles are modied and teacher aides or assistants are used alongside

professional teachers. In no way should the teacher be denigrated:

he/she is still the primary resource person now serves as more of amanager than as a fountain of knowledge. The more a teacherparticipates in the planning of instructional delivery, the greater the

delity to an agreed-upon implementation design (1986, p.246).

In rule 4 they recommend that we focus on the individual learner. The fact

that the approach we follow focuses on the student (a `student-centred app-

roach') does not mean that the teacher will not play an important role in theeducational program, but rather that the teacher's role will have to change from:

`transferer of knowledge' to `facilitator' (Davies & Crowther, 1995); `authority' to `consultant and facilitator' (Kornum, 1992);

`director of learning' to `facilitator of learning' (Brett, 1996); `sage of the stage' to `guide on the side' (Eastment, 1998);

`transmitter of knowledge' to `coach', `mentor', `manager of the learning',

`expert on learning psychology', `technical expert' (Soo & Ngeow, 1997); someone in charge of `telling' to someone in charge of `facilitating

learning' (Laurillard, 1995);

In summary, the teacher who uses multimedia in his classes will become a`guide' (Barnett, 1993; Willets, 1992) and a `resource expert' (Willets, 1992),a `resource provider', a `mentor' (Pennington, 1996).

Accordingly, it is the task of CALL teachers:

To examine the software attentively, before using it with students:

To pay attention to individual differences among students. The advantages

of multimedia systems cannot pass unnoticed. Keeping in mind that our

language students have very different levels, and also that, while we are

devoting our energies to the less able student, the most able one is wastinghis time, and vice versa, language teaching professionals should discover

teaching methods, techniques and ideas that will qualify them to teach in an

effective way in the `mixed-ability' classes, and help the students to dis-cover what they are capable of (Sela, 1995).

The correct integration of the software in the curriculum. There has to be a

correlation between the software and what the students are studying (Decoo,

1992, p.55).

The correct elaboration of a didactic design of the several tutoring materials

that he will use (Kornum, 1992). The introduction of multimedia in the



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classroom must be very well thought out. Too often the misuse of the same

means, even when they are interactive, can cause reactions of rejection and

gradual decay of motivation on the part of the student (De Prada &Fernandez, 1998). It is clear that the freedom to which students are exposedseems attractive at rst sight, but after a time it stops being so, at least in

some degree (De Prada & Fernandez, 1998).

7. THE CALL TEACHER'S ATTITUDES

When we speak of the teacher and of the teacher's role we have to consider his

attitude as well, because the teacher's attitude is a basic element within thegroup of elements which integrate the teaching of a language with multimedia.

That is to say, if the teacher does not agree with the system he is using, with the

method, with the quality of the software his students are using; if he believes

that the software is not the appropriate one for his students to reach theirobjectives, and in sum, if there is a lack of motivation or an unfavorable

attitude on the part of the teacher, this attitude will be directly transmitted to

the student and the system will fail.

Where a CAL or multimedia package is used, it is the role of the teacher toprovide the enthusiasm for, and explain the relevance of, using the courseware(Davies & Crowther, 1995, p.4)

8. BARRIERS `TO' THE INTRODUCTION OF MULTIMEDIA

IN THE CLASSROOM

According to Cummings (1995, pp.13-18, 1996, pp.18-20, 30) cited in Blin

(1997, pp.119-137) there are six categories of barriers that discourage theacademic staff from using educational technology, and that consequently will

affect their attitudes:

1. Incentives. The fear that technology will replace them. This is a reason alsopointed out by Tanguay (1997), who believes that the fear is unfounded,

since there will be always a human being on both sides of the teaching

equation. What happens, he explains, is that the computer located between

the two human beings becomes more and more effective, when it improves

both the teaching and the student's learning abilities.

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2. Educational technology understanding.

3. Model of teaching. The change in the educational system and in the

teacher's role.4. The lack of resources access.5. Technological challenges (virus, reliability, constant changes of sys-

temsF F F).

6. Institutional traditions (curriculum, staff overloadF F F).

9. LACK OF ENGLISH FACULTY'S TRAINING IN CALL

The solution would be in adequate teacher training, as Little recommends:If we are to achieve large-scale progress in the promotion of learnerautonomy we must now bring our focus of concern back to the tea-

cher, and especially to the way in which we organise and mediate

teacher education. (Little, 1995, p.180, cited in Blin, 1997, p.129).

To be at the forefront of the new technology, the faculty will need to betrained. According to Eastment (1998, p.5) this training should not be in how

to use certain learning packages, since they change very fast, but rather the

training would be directed to the acquisition of essential skills:

Searching for specic information, on the Internet or on disks.

Evaluating which material is good, and which one is not, which material

meets our necessities and which one does not, etc. Creating documents. Students need to know how to publish information on

the web and as well as how to create other multimedia elements. Integrating the new technology in their teaching.

We are living in the age of computers, and surprisingly enough, languageteachers are, in general, reluctant to include them in their classes. Para-

doxically, there are teachers who work with the computer, they do researchusing the Internet, they use the word processor, they consult encyclopedias on

CD-ROM, they communicate with their colleagues through e-mailF F F, but theyrefuse to use these resources in class, with the enormous amount of

possibilities they offer, and even more for a language class (most of the

information on the Internet is in English, students can contact native speakers

from other countries through e-mail, a lot of didactic material exists on CD-

ROM support, etc.). In Burke's words,



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We seem to want this access for ourselves in our research but not

for our students in our classrooms (Burke, 1994, pp.2/6)

10. ECONOMIC ASPECT

Another factor that needs to be taken into account is economics. In the case of

Spain I consider this factor fundamental. Most state universities do not havethe desirable number of computers. The same holds true for private schools,

which incline to be better off than public institutions. Many teachers do not

have free access to the Internet, and the number of students that can use it isvery low, in comparison with other countries.

11. RESULTS OF A FIELD STUDY ABOUT ENGLISH FACULTY'S

ATTITUDES TOWARDS THE INTRODUCTION OF MULTIMEDIA INTHE CLASSROOM (FERNA NDEZ, 2000)

Because of the importance of the teachers' attitudes towards the introductionof multimedia computer into the language classroom, a research study was

carried out in Orense (Spain) on the EFL teachers' attitudes towards theintroduction of multimedia into the language classroom. The idea of carrying

out this study arose from the conviction that the EFL teacher's attitude would

be a key element when it came to take to practice the use of the computer in

the English language classroom.As opposed to other countries, where students have free access to

computers and the Internet in most public institutions, this was neither the

case in Orense (where the study was carried out) nor in many Spanish places,and being conscious of the fact that one day technology will be within

everybody's reach, and of the advantages it will offer to English languageteaching, this study was decided to be carried out to nd out how teachers

would cope with this situation.Twenty-six secondary EFL teachers and one EOI (Ofcial School of

Languages) EFL teacher took part in such study. Out of these 27, 10 work in

villages and 17 in the city of Orense.

A questionnaire with two very different parts was used in this study:

(a) personal details.

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(b) a series of statements to assess from 1 (strongly disagree) to 5 (strongly

agree). This second part of the questionnaire is totally based on the one offered

by Daud (1995): `A computer attitude scale for language teachers'.These questionnaires were sent to different centres. Answers from 27

English teachers were received.

If we study thoroughly the results of the tables (we have left out the neutral

ones), we can infer from them that these English teachers, in general, neither

think that English teaching is better without computers (59.247.40%), northat computers have limited application in foreign language teaching (66.663.70%). In fact, they look forward to the time when computers will be used

more in language teaching (48.143.70%), but most of them acknowledge that

the use of computers in the classroom has much to do with the needs of thecentre (62.953.70%). However, they are not so sure whether computers are real-ly necessary (25.9114.8%), whether they are as important as books (25.92

11.10%), or whether they can be used as private tutors (37.0325.92%).

On the other side, they consider that the faculty's training should be

compulsory for everybody (59.2514.81%), that the use of computers offersmore advantages than disadvantages to teachers (59.250%) and thatcomputers would make lessons more interesting to students (77.760%) and

teachers (37.033.70%), and teaching would be easier (59.250%). However,

again, they are not so sure whether computers would increase the interaction

teacherstudent (22.2214.81%).They think that the use of computers would motivate the student to study

(81.470%), that they would improve the students' attitudes towards thelearning of a foreign language (48.1411.10%), and that they would make

them more active (48.1414.81%). They think that computers would increase

the interaction among students (40.7311.10%) and that they would make

learning easier (37.033.70%).

Finally, and regarding the students' skills, EFL teachers in Orense considerthat computers would improve the students' four skills, that is listening,

speaking, reading and writing (48.143.70%), their communicative skills

(51.840%), and that these skills would be applicable outside the classroom

(55.540%).In summary, one could say that the average EFL teacher would be in favor

of the introduction of the computer in the classroom, he considers thecomputer as a valuable resource, but he does not have experience in using it,

and for this reason he feels the need to be trained and realizes he lacks the

necessary skills.



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The fact that he is not so sure whether computers are as important as books

may be related to the fact that he has never worked with computers in

language teaching. In fact, the idea that language teaching would be easierwith the help of computers (59.250%), we think, has something to dowith not having used them so far; since the preparation required by a

multimedia language class, and the work that can involve its implementation

is much more complicated and demands much more dedication than the

complicated it can get to be, or the dedication a language class based on`lectures' may involve. Let's think only of the time that could be required forthe preparation of a language class where the Internet or a specic CD-ROM is

going to be used, and of the problems and questions that could arise in its

implementation.Without any doubt, one of the most important and decisive points in the

specic case that we are studying, is related to the economic needs of the

centre, and our teachers are deeply aware of it.

12. CONCLUSION

Nowadays, in Spain, and we generalize, we do not have the desirable number

of computers in all our centres. We do not either have easy access to theInternet in all them, and many times, if we do, its use is restricted to teachers.

Most English teachers are not familiar with CALL, and consequently most

of them ignore the possibilities that CALL can offer us. This, however, doesnot mean that they would never take advantage of computers. What is needed

is training, EFL teachers' training in CALL.There will be a time when technology is present in our classrooms and

computers will be there to be used and for their possibilities to be takenadvantage of in our language classrooms.

At this moment, their use in the English class is a challenge for most of ourEnglish teachers, but I truly believe that we should begin to think about facingthis challenge before it is too late; and, without any doubt, the faculty's

training in CALL is one of the matters which has yet to be dealt with. By the

moment technology is accessible in our centers, we should take advantage of it.

Humans are powerful and computers are powerful, and together,

they are extremely powerful (Tanguay, 97, pp.3/5).

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EFL Teachers and CALL