THE INTEGRATED OF CALL WITH THE USE OF POWERPOINT PRESENTATION IN ESL CLASSROOM
1.0 INTRODUCTION
As far as the Computer Assisted Language Learning field had concerns, the use of technology or in this case the use of PowerPoint in the teaching and learning of English language is vast and crucially important.
Kern in 2006, stated that, “the central importance of pedagogy and the teacher: Success largely depends on teachers’ efforts in coordinating learners’ activities, structuring language and content learning and helping learners to reflect critically on language, culture, and context”. (p. 203). Thus PowerPoint may seem to be as an effective approach for teaching English language. This is supported by many researchers as they said “An effective approach to teach foreign languages by using technology, adoption of task-based language teaching has been advocated by numerous researchers (Chapelle, 1999; Doughty & Long, 2003; Ellis, 2003, 2006; Jarvis, 2005; Lee, 2000; Leaver & Willis, 2004; Norris, 2005; Nunan, 2005; Oxford, in press; Zhong & Shen, 2002).
2.0 REVIEW AND SUMMARY OF THE ARTICLES
In exploring this issue, there two variables noticed in the studies. The Dependence Variable of the studies is the use of PowerPoint presentation in the teaching and learning of English language in ESL classroom. On the other hand, the Independent Variable of the studies is the effect of PowerPoint towards the enhancement of teaching and learning of English language in ESL classroom. All of these two variables can be seen through all the studies conducted below.
2.1 The Effect of PowerPoint in the Teaching and Learning of Grammar
In the research by Giselle Corbeil, Acadia University, entitled Can PowerPoint Presentations Effectively Replace Textbooks and Blackboards For Teaching Grammar? Do Students Find Them An Effective Learning Tool?, it explores the advantage of PowerPoint presentation for the purpose of language learning among two different group of people, the teachers and the students. Students found that they are more comfortable in using PowerPoint in learning English language, as they are flexible with the recent advancement of computer technology. On the other hand, teacher consumed that they are more comfortable with the usage of old version chalk and talk approach. Thus, this study is an attempt to comparing the differences between these two approaches. The study has conducted the research on four intact classes. The independence variable of the study is the effect of PowerPoint in teaching grammar part (agreement and placement of modifying adjectives). However, the findings showed that there are no significant differences between differences between the pre-test and post-test on written production exercises. Thus, it can be conclude that, the use of PowerPoint presentation is as effective as the use of conventional approach in the teaching and learning of grammar.
2.2 The Effect of PowerPoint in Reading Comprehension
When discussing the issue of the effect PowerPoint in reading comprehension among language learners, a research which conducted by , Laura Borden and Michael Troiano, entitled ‘Effect of PowerPoint on Student Reading Comprehension’ seemed to answer this question.
Based on the study, it was found that PowerPoint plays a great influence in advancing students language learning. According to Kronholz, (2002) and Smith-Barrow, (2005) too, they all “saw a great need for the use of PowerPoint in the classroom. Thus, based on the evidences of the success of language learners among children whom able successfully learnt English via PowerPoint shows the effectiveness of this approach toward English language learning.
2.3 The Importance of PowerPoint in ESL Teaching and Learning
The other articles found showed the important of adapting Technology in the teaching and learning of English. For instance, in the study of ‘The Place of Information Technology in Second Language Teaching in Girl's High Schools and Private English Institutes in Shiraz’ they found the urge of applying the technology such as PowerPoint in the teaching and learning. This is supported by Sei-Hwa Jung’s research which portrayed the same input and positive results of the use of technology such as PowerPoint in teaching and learning. The use of PowerPoint also helps in enhancing students understanding and acceptance on English subject. This can be proved via the study conducted by Valerie Chan Sue Lin, which stated that students can easily relates all the ideas or information learnt without flipping the textbooks on different pages, easy to share notes. In conclusion, the researcher concluded in her study that students should be encourage to learn English via PowerPoint as it is a great tools in acquiring English language.
3.0 MY REACTION
The application of PowerPoint in the learning and teaching is a great advantage for both teachers and students. Via PowerPoint, many interesting activities and lesson may be conducted in a variety of ways. This approach actually prepares a platform for teachers to conduct a reading and listening activities. For instance, in reading lesson, the teacher may simply put all the reading part on the PowerPoint and this helps in reducing the time spend in a lesson. The use of PowerPoint also helps in attracting students’ attraction in leaning the target language. Based on my experience during the practicum time in secondary school, the students are very interested and enthusiastic if i conducted the lesson by using PowerPoint. All the exercises, explanation and activities may be portrayed directly for students to learn. However, the only limitation in using PowerPoint is the accessibility of computer and projector facility in classroom. not all school have the facility thus limiting the use of PowerPoint in the classroom.
4.0 CONCLUSION
In conclusion, the evidences showed through the above journals seem to provide sufficient supports for the incorporation of a PowerPoint application to teach a reading and grammar skills for ESL classroom.
As what had been mentioned by Law and Plomp,(2003) they mentioned that “teachers can make the most of technology in teaching foreign languages only when they use creativity in the classroom, guided by sound pedagogy”. This is supported by the above studies that have been mentioned above. Therefore, PowerPoint may appear as one of the great tool for language learners to learn and acquire English language successfully.
5.0 REFERENCES
1. Giselle. C., (2007), Acadia University, Can PowerPoint presentations effectively replace textbooks and blackboards for teaching grammar? Do students find them an effective learning tool? Retrieved on 26 February 2010 from https://www.calico.org/html/article_663.pdf
2. Chan, V.S.L., (2006) The use of Microsoft® PowerPoint® to learn English language among UiTM pre-diploma students. Retrieved on 26 February 2010 from http://eprints.utm.my/6539/1/valeriechansuelinmp041195d06ttt.pdf
3. Jung S.H., (2006), The use of ICT in learning English as an international language, 218. Retrieved on 26 February 2010 from http://drum.lib.umd.edu/bitstream/1903/3885/1/umi-umd-3733.pdf
4. Laura. B., & Michael, T., Laura California State University, Sacramento. Effect of PowerPoint on student reading comprehension. Retrieved on 26 February 2010 from http://miketroiano.com/vito/effectofpowerpoint.pdf
5. Fatemah.S., & Abdolmehdi, R. (2009), Iranian EFL Journal, The place of information technology in second language teaching in girl's high schools and private English institutes in Shiraz, 4, 71-93.
