Abstract

Chinese is one of the languages popularly taught in universities in Vietnam. That not only gives many opportunities for Chinese language lecturers to show their abilities, as well as creates many challenges in improving their professional qualifications and teaching forms and methods. In teaching languages (including Chinese), using multimedia has become a popular trend to improve effectiveness during teaching hours, create love and passion for students for the new language. To the extent of this article, the author refers to the theoretical basis of multimedia use in language teaching; analyzing the situation of multimedia use in teaching module Language Practice 1 - Speaking 1 for first-year students of the Faculty of Chinese Language, Hanoi Open University; thereby proposed some notes when using multimedia in teaching to improve the effectiveness of teaching Chinese language nowadays.

1. Introduction

The trend of using multimedia is essential to improve the effectiveness of education. That issue was mentioned very early, specifically in the middle of 20th century, Dale mentioned this teaching model through the definition "Cone of Experience'' – a visual model of the specificity of various types of audiovisual media according to the rule: I listen – I forget; I see – I remember; I do – I understand ¹. Later, in “Multimedia learning”, Richard E.Mayer addressed the issue of multimedia teaching quite comprehensively with two methods of designing multimedia teaching (student-centric approach, technology - centric approach); two targets of multimedia teaching (multimedia teaching as the method of gathering information; multimedia teaching as the method of creating knowledge), three methods to improve the result of multimedia learning ². The results of the research have only studied separate and traditional visual media, without participation of computers in general and the latest technology platforms. On the contrary, these authors have not come up with a model that has the combination of language, audio, video, hyperlinks, reality simulations... Overcoming this issue, “Modern Teaching Theory”, Bernd and Nguyen Van Cuong built a multimedia teaching model and classified new teaching forms compared to traditional multimedia: Animations – Simulations – Interactions – Connecting Text ³. The authors also proposed the principles and processes of building lectures using multimedia as well, but have not yet gone deep and specific into each subject. With the Chinese Language major, the skills and stages have their own characteristics, requiring their own principles and processes in constructing lectures using multimedia.

The 4.0 technology revolution with the rapid development of both hardware devices and software applications has changed all aspects of society, which contains education. The multimedia network is rapidly being developed in the practice of language education reform, and methods and educational outcomes of foreign language teaching attract attention. For example, Xinguo Li1 and Hua Zhang with “Research on English multimedia teaching model in universities driven by wireless communication network environment”. The authors analyzed multimedia teaching system with wireless communication network and testing of web-based multimedia teaching systems. this should be advantageous in order to improve the efficiency and quality of foreign language learning. Research shows that communication and interactive language environments are more useful for learning foreign languages than in a language environment focused on learning the language structure and grammatical rules, as opposed to the one-sided communication environment that learners do. You do not have to answer. Instead, linguistic knowledge is easily and efficiently absorbed. In this context, the use of multimedia on learning the language has become even more urgent. Only multimedia education systems on the Internet can compensate for the lack of development on learning the language. An important factor in the design and development of distance learning approaches is that software interactivity must be taken into account. There are many technologies that can be used to improve interactivity. This overcomes the isolation that pupils experience when learning from a distance ⁴.

The article “Analysis of the influence of multimedia teaching on student achievement” by Ramazan Buluti analyzed multimedia settings can be defined as digital settings in which elements with visual, audio or visualaudio characteristics that appeal to individuals’ auditory and visual senses are presented in a combined way. Such settings are employed in numerous fields including education. The aim of the study is to analyse the effects of social studies education based on multimedia setting on students’ academic achievement. The study was designed using the explanatory sequential design which is part of the mixed method. The major finding of the study is that social studies teaching based on the multimedia setting had much more positive effects on student Achievement than traditional teaching, but this effects was not statistically significant. The qualitative findings suggested that the reason for it is related to crowded classroom size, high levels of students’ academical readiness and noise in the classrooms. It is possible to conclude that teaching based on multimedia setting has much more positive effects on academic achievement in contrast to traditional teaching and it makes topics to be learned much more understandable and learning environment much more fun ⁵.

In the output standard of the Chinese Language major of Hanoi Open University (according to Decision No.381/QĐ-ĐHM-HN issued on August 15, 2011), there is a requirement for knowledge, ability, attitude; including the hard skills group “using technology devices (recorder, laptop) as well as a means to support teaching, translating, interpreting and daily research tasks in specialized fields” and soft skills group “presentation skills: having ability to present visually to explain and persuade ideas to the partners or speakers through presentation techniques (movies, images, videos, slides,...)” ⁶. The use of multimedia in teaching modules of Chinese Language major not only improves the effectiveness of teaching quality but also contributes to implementing the output standard of the major mentioned above.

2. Content

Multimedia is simply understood as the coordination of multiple media to provide better communication efficiency. In “Multimedia learning”, Richard and E. Mayer regarded multimedia as “a demonstration of physical means using both languages and images” ⁷. Language can be understood as a physical means demonstrated in the form of speech such as printed text or speech text. Image can be understood as a physical means demonstrated in the visible form, such as using static graphics comprising cartoon, animation or video. Therefore, Richard and Mayer call multimedia teaching dual code or multichannel learning ⁸. Terminology “multimedia'' is understood in three ways: base on the device used to transmit lesson information (that is the means that distribute inputs and outputs),the formats used to present the content of the lesson (that is presentation mode), the sensory media that learners use to absorb the content of the lesson. The above concept of multimedia was raised by Richard and Mayer at the time when information technology and communication were unfamiliar to the majority of users, teaching techniques at this stage had not yet exploited the interactive feature, distribution of teaching technology products, the feature of personalizing the learning process. Nowadays, the 4.0 technology revolution affects all aspects of social life, which contains education. In teaching, the application softwares running on the computer, smart phone in combination with input and output devices provide additional user interaction feature and teaching material distribution function, connecting teachers and learners. Teaching with the support of multimedia has had new developments, promoting the feature of integration, mobility and interaction with learners. In “Multimedia learning” book, Richard and Mayer added the new multimedia teaching method including the response and interaction, which conducts the learners and smart tutoring system by artificial intelligence. Therefore, the terminology “multimedia” in teaching has two approaches. Firstly, multimedia is understood as a way of using multiple media in the learning hours to improve the quality of teaching. For example, in the teaching hours, teachers can use the combination of images, videotape, textbook movies, ... to improve the effectiveness of teaching and learning. With this approach, the concept “multimedia'' has been existing in traditional teaching for a long time, before the invention of video and computers in general. This type of multimedia is commonly named “traditional multimedia” or “multimedia on low-tech platform”. Secondly, multimedia is understood as a means of teaching, which contains the combination of various media components. That combination follows certain definite orders, to mobilize many sensory channels and many activities of learners at the same time to participate in the learning process. With this approach, multimedia is a type of means with the support of technology.

The article “The Effectiveness of Multimedia Learning Tools in Education” by Hilal Almara'beh, Ehab F. Amer, Amjad Sulieman raised the concept of multimedia “Multimedia is a term frequently heard and discussed among educational technologist today. Unless clearly defined, the term can alternately mean a provident mix of various mass media such as text, audio and video or it may mean the development of computer-based hardware and software packages produced on a mass scale and yet individualize use and learning” ⁹. In addition, the authors also had analysis of educational technology: “Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources” ¹⁰. It is most simply and contentedly defined as an assortment of tools that might prove helpful in student centered learning. It advocates the teacher becoming “Guide on the Side” rather than “Sage on the Stage” ¹¹. Educational technology also called “Learning Technology”, mainly comprise of the use of technology in the process of teaching and learning. Here the item technology does not only include the use of latest tools and techniques like laptops, interactive whiteboards, and smart phones; internet, wi-fi, and YouTube etc..., although they are massively preferred by today's learners for their learning potential, but also encompasses efficient and enhanced learning management systems, schema of information dissemination, effective teaching and management of student masses, feedback mechanisms and performance evaluation methodologies etc… ¹².

Therefore, it can be understood that multimedia is the integration of sensory media (languages, images, audio, movements,...) through the means of technology (computers, phones, internet connection, projectors, softwares, applications,...) including the connection and interaction feature between teachers and learners in a system.

In teaching, multimedia products are various with many different technology platforms. Nowadays, it can be classified into six types of multimedia based on applications using computers. As follows:

Information media: the learners look for extended information related to the lesson under their own demand or the requirement of the teachers. Students are able to use this information as a replacement for the available printed information. The popular forms of multimedia such as: encyclopedia, e-book, data softwares,... Although these sources of information were selected and processed, there is still a need for distillation and transformation from the learners. The technology platform of this application comes from the connection with the multimedia source available on the Internet and artificial intelligence technology.

Presentation media: computer and internet have ability to present the content of the lesson professionally with the available designed templates, teachers and students can simply make charts, diagrams, link the texts with images or create animations,..., which helps present the content better, more visually, attract the listeners and makes the absorbing the lesson easier. Teachers can also design and create reasonable formats of teaching, combining the effectiveness of multimedia teaching with traditional means of teaching.

Communication and cooperation media: computers, smartphones become the personal means that help connect people both in and outside the class. Students can send the presentation result to teachers via applications having the Internet connection, they can debate and discuss about the lesson to unify learning results. Teachers can control the learning process, comment and suggest for the learning results of students. The traditional study cards can be replaced by multimedia study cards thanks to the communication connection and interaction.

Simulation media: to recreate or replace a large space from geospatial, historical length with cultural sites, folk performances,... This has great significance in teaching many modules such as China Country Studies, Language and Traditional Culture of China, History of Chinese Literature, Chinese Literary Philosophy, Ancient Chinese, and the topics of Economics and Social in China. Using multimedia in teaching these modules helps students approach the culture, civilization of China, have knowledge about history as well as contemporary issues with reasonable vocabulary and terminology.

Practice and test media: objective multiple-choice questions are used for helping test, consolidate the knowledge of students. The results of the tests are systematized, put into a process to follow the improvement of students and propose suggestions for students to self-evaluate. Nowadays, Hanoi Open University uses the learning management system LMS (Learning Management System) to store and manage the content of online lessons. LMS keeps track of online studying and updates the studying activities for students.

Training media: it is used with the purpose of further supporting learners with the basic skills such as: occupation practice software, software for practicing listening – speaking – reading – writing skills in the process of learning Chinese.

Multimedia promotes the positivity of learners in the learning process.

First of all, multimedia directly affects learners from external factors (satisfying hobbies, entertainment, playing... ); and it has changes that create the positive factor inside. According to tectonic theory, factors increase inner positivity: experimentation, curiosity, control and imagination. Teaching with multimedia could enhance these factors, which lead to internal motivation for learners. In this regard, Malone and Lapper also argue that teachers need to use multimedia with various formats of teaching as well as celebrate games combined with using sensory effects to attract the attention of learners and deepen the cognitive process. Therefore, teachers should build learning environments to allow students to explore for themselves; always put learners in problematic situations to urge them to solve problems on their own. Especially, teachers need to ensure the factors that constitute positivity, including: Attention, Relevance, Confidence, Satisfaction ¹³.

Multimedia helps learners expand their awareness.

Multimedia helps learners expand awareness through impact on multiple senses to stimulate the thinking of both hemispheres of the brain. Specifically, the processing of language and visual experiences will make learning and the ability to remember better than just processing the language experience separately. Therefore, when teachers use the combination of language and visual models to help learners imagine and reorganize knowledge in memories. This process also elicits the personal experience of learners that have been encoded by discrete images, symbols or details. Knowledge from multimedia in the lesson combined with the experience of learners in the past will be integrated and stored in their long-term memories. Thus, the discovery abilities of learners in a multimedia environment needs to address both work memories and long-term memories. In other words, this process is a combination of multimedia and experience and judgment so as to expand their awareness.

Multimedia meets the needs of learners’ learning styles.

Computers with multimedia technology are the most relevant environment to personalize learning activities in order to create conditions and circumstances suitable for each student. The most important thing is that teachers need to design multimedia according to teaching to guide the learners following the process that is relevant to their available cognitive capacity and experience. In the learning process, learners must be supported or suggested from programs through interaction to promote creative potential of multimedia technology. When using multimedia, teachers have to focus on designing the supportive products to let learners have opportunities to develop their own ideas and make an effort on the learning process. This process requires teachers to spend much more time and effort for each lesson. Besides, learners need to promote initiative and self-discipline with their own learning tasks.

The multimedia system not only allows the diffusion of theoretical knowledge compared to conventional teaching methods but also allows an efficient reading and checking of linguistic knowledge and provides an operational platform for highly effective online communication methods. It is very simple. In addition, the availability of a variety of language learning materials increases the completeness of language learning and eliminates the monotony and boredom of language learning. Audio lessons mainly involve scenario simulations, the viewing of films, and listening to music ¹⁴.

The network’s multimedia learning platform is reusable and reduces the workload and time of teachers.

The content of the network’s multimedia learning platform is reusable and reduces the workload and time of teachers in the teaching and knowledge transfer process, improving the efficiency of teachers. Compared with traditional teaching, multimedia network teaching is rich and diverse. Students receive language stimulation in visual and auditory aspects, and compared with the traditional one-way learning mode of a single duck and filler, online multimedia teaching presents a two-way teaching mode with interaction and feedback, in which students increase their selectivity and can learn independently and actively on demand according to their personal needs and preferences, which improves students’ motivation to learn the language and ensures the increases in students’ motivation and ensures efficient learning. The user interface communicates only with the web server layer and not directly with the data access layer, while the web server layer takes turns communicating with the user interface layer and the data access layer. In this architecture, the user-side accessor submits a request for browsing the database to the web server based on the hypertext model. In the process of self-selection, students are not only receptive to new language vocabulary but also interested in imitating it, and this active imitation greatly increases the desire for subsequent learning and enhances the continuity of language learning. Traditional teaching relies mainly on the teacher’s mechanical questioning and one-sided dictation, which makes it difficult to mobilize students’ subjective initiative ¹⁵. For students in the process of learning Chinese courses, the vast majority of the knowledge in the classroom teaching cannot be immediately mastered but also need a lot of time outside of class to accept digestion; Chinese online courses in all courses can be achieved on-demand; students can relearn and consolidate each link for their own situation and also according to their own flexible learning time, to achieve personalized learning goals of students. Therefore, the author tries to improve the teaching process of Chinese and researches.

In the training program of the Faculty of Chinese Language, Hanoi Open University, module Language Practice 1 – Speaking 1 has two credits for formal university students, students study two degrees in parallel, students study the second major, students both learn and work and students study from distance. The module has two main topics: speaking following the pỉctures and thematic dialogue. The goal of the module is to help learners achieve the abilities as follows: standard pronunciation of sample bars, patterns, tone in Chinese; use words learned to make conversations, discuss with each other on different topics, be able to use Chinese to introduce family, friends, studying simply; be capable of recognizing the standard sound, have good speech reflexes, initially form discussing, teamwork skills; have serious learning attitude, consciously practice the pronunciation according to the standard of target language. To achieve the above goal, the module is implemented with two contents. Firstly, painting speaking: help students have standard pronunciation with the words appearing in the pictures, practice making simple conversation following the pictures. Secondly, thematic dialogue: consists of ten conversational exercises on ten topics that revolve around students’ academic life. Each exercise consists of courses, word usage, expressive topics, and conversational practices. After listening to the instructions of teachers and referring to the course, students use words introduced in the lesson to make the conversations following the content of each lesson and practice presentation. With these characteristics, the use of multimedia in teaching helps teachers achieve the goals of the module, increasing students’ interest in the learning process.

To learn the use of multimedia in teaching Chinese at Hanoi Open University, the author conducted a research in students learning and teachers teaching at the classes of module Language Practice 1 – Speaking 1 for first-year students. Specifically, the author handed out survey cards to 200 students learning and 6 teachers teaching this module with the questions related to the use of multimedia in learning and teaching. 1000% of survey cards received the response.

After statistics and processing the data received from students and teaching staff, the author summarized the following results:

Regards the attitude of teachers and students towards the use of multimedia in teaching on module Language Practice 1 – Speaking 1:

The majority of teachers and students recognize the necessary of using multimedia in teaching module Language Practice 1 – Speaking 1. Towards teachers: 24,4% teachers suppose that multimedia is essential; 50% suppose that multimedia is necessary; 16,6% suppose that multimedia is less necessary and 0% think that multimedia is not necessary in teaching module Language Practice 1 – Speaking 1. Towards students: 43,3% students assume that multimedia is essential; 47,8% assume that multimedia is necessary; 7,5% assume that multimedia is less necessary and 7,5% assume that multimedia is not necessary in learning this module. This data shows that using the utility of multimedia in teaching is an inevitable trend.

Regards the level of multimedia use in teaching module Language Practice 1 – Speaking 1:

The result of research on teachers shows that: 16,6% teachers use multimedia regularly; 50% use occasionally; 23,4% rarely use; 0% never use multimedia in teaching. This is a positive signal because teachers are aware of the role of using multimedia in teaching. The author also conducts interviews with teachers and knows the aspiration of each teacher when teaching is to have relevant means to help students learn more effectively.

The types of multimedia that teachers regularly use when teaching this module are images, illustrations, videos, documents and music clips. The sources of these materials are now easy to find and exploit. Other types of multimedia such as diagram systems, practical experiences or simulations still have many shortcomings in designing and applying. Nevertheless, if multimedia is used reasonably, these forms of multimedia will help the studying more effectively, creating interest in students on learning.

Some teachers argue that it is not necessary to apply multimedia in all of the lessons and to all subjects. The flexible use of all types of language means multimedia in teaching brings more substantive quality of teaching.

Regards the capacity of teachers and students in using multimedia in teaching and learning module Language Practice 1 – Speaking 1:

Research from teachers: mainly stop at the level of collection (84,1%) and availability of use (62,9%); the capacity of teachers is still limited in the skills such as graphic design (23,5%), using specialized software (17,6%), using connected communication facilities (11,8%), simulated or interactive teaching application programming (5,9%).

Research from students: the majority of students have good abilities to use multimedia in self-study: collecting materials (58%); using softwares, learning applications (54,3%); discuss studying on the online groups (54,3%); learning on the online website (51,9%).

The above data shows that students’ multimedial capacity is very good because they are more responsive to technological devices. However, this data also proves that teachers’ capacity on accessing, using technological elements in multimedia is not commensurate with the capacity of students. Therefore, besides learning, cultivating and practicing more, teachers also need to celebrate more activities to promote self-study capacity of students through modern types of multimedia.

Regards the aspirations of students and students in using multimedia in teaching

For teachers, the desire to learn and improve the design and using modern multimedia skill (70,6%); be equipped with technology equipment for teaching such as connected network (50,6%); have more modern teaching technology softwares, applications for the module (68,8%), have more sources of multimedia teaching materials to select suitable for the teaching activities (52,9%).

For students, the desire to learn and improve the design and using modern multimedia skill (70,6%); be equipped with technology equipment such as connected network (70,6%); have more modern teaching technology softwares, applications for the module (58,8%), have more sources of multimedia learning materials to select suitable for the learning activities (52,9%).

This data shows that both teachers and students have a desire to improve their own capacity, to have more new multimedia; have more effective investments in teaching and learning module Language Practice 1 – Speaking 1 in particular and in other modules in the Chinese Language training program in general. This aspỉation is also the potential to develop teaching Chinese language in Vietnam in a modern way in which smart teaching technologies will bring exciting and new experiences to teachers and students.

First of all, teaching toolkits or facilities must be based on the structure of program, purpose and specific content of each chapter, module in order to choose the content and form of multimedia. To build and design multimedia, teachers have to design the program systematically and select materials relevant to the purpose and basic learning content of each lesson. Specifically, module Language Practice 1 – Speaking 1 is taught for students who have completed module General Chinese 1 and mastered at least 300 simple words commonly used in Chinese. The content of subject consists of two parts, each part is distributed from basic to complex, from easy to difficult level. In the first part, teachers instruct students to look at the picture and pronoun, read, focus on practicing pronunciation skill for students. The second part instructs students to have conversations according to given topics. The contents of topics are mainly around daily life of students. With the above-mentioned characteristics of module Language Practice 1 – Speaking 1, the research, design and use of multimedia has great significance in forming and developing the competency and quality of students: students have abilities to use technology competently to improve reading, writing, listening, writing skills and using language. Students can adjust their online searches to get useful information effectively. Students can integrate the knowledge got from learning through technology in the process of their offline learning. When they have gotten used to the advantages and disadvantages of different technological devices and means, they will be able to select the means that is the most relevant to their communication purposes.

Firstly, the use of multimedia is in relevant level

Teaching process is a process that takes place between teachers and students, thus, it is necessary to take serious interest in the self-discovery of knowledge of students and the role of teachers’ support. Electronic lessons, information-transmitting elements such as listening tapes, clips, images are just ancillary elements. When presenting lectures with Powerpoint, all of the content of the lessons should not be shown such as all of new words, grammars, keywords, annotations on the screen of presentation. Teachers need to have selection to highlight the importance elements of the lectures. Teachers should not just turn themselves into the person in charge of presenting the slide, pressing and forward the slides. It is necessary to understand that the ultimate purpose of teaching Chinese if to foster the students’ communication ability. Therefore, with the simple communication situations, we can rely on information-transmitting media such as Powerpoint electronic lectures, audio files, images, clips,... to simulate practical situations, thereby desire the interest in communication, help students practice how to communicate in the most realistic environment, promote students’ academy positivity.

Secondly, the content transmitted by multimedia must be standardized and accurate

To save the time by replacing writing on the boards manually, we can not only combine using animation softwares that have emphasis features to impress learners, but also use presented electronic lectures. However, the electronic lectures presented must be standardized and accurate in terms of content. For examples, instead of teachers writing each word on the board manually, teachers can prepare prior to the class and show the animations of the order of strokes to the students. These electronic lectures can be provided to students for study at home before the class and used to present in class as well. During the presentation in class, the images will be repeated continuously, so that it is possible to ensure that all students can understand how to write, even if there is uneven speed between different students in a class.

One of advantages when applying multimedia in teaching is that teachers can easily and quickly explain the issues that require so many words to describe when teaching in a traditional method. For example, when teaching about Chinese cultural customs on the Lunar New Year occasion, the description of teachers would take so much time and require many examples without the help of supporting multimedia equipment. On the contrary, teachers only need to show to students clips of Tet scenes in China, or images of cooking dumplings, setting off firecrackers, exchanging New Year’s wishes,..., students can imagine and understand easily. Similarly, when teaching about trending complements, if teachers describe the trend of the movement to clearly instruct the use of trending complements, it is very hard for teachers to teach and hard for students to understand completely; however, just by providing situations with picture, students will immediately understand the direction of the movement, will use the trending complements easily to express their actions. But teachers need to pay attention to highlighting the focus knowledge of the lesson through the animations of the presentations such as: color change, bolding, underline. So that students have the knowledge classifications, as well as create an impression to help students remember more deeply.

3. Conclusion

Along with the development of technology and science, society has entered the era of new information technology, computers in general have become an integral part of life. Multimedia is becoming more and more popular, being interested and loved by many young people. Therefore, teaching with the support of multimedia plays a more and more important role in the process of teaching languages, including Chinese.

Using multimedia in teaching Chinese is the teaching process that teachers and students use computers (laptops,…) to process multiple information including texts, pictures, audio, movies; arrange these types of information following to the progress of lessons, then display through the screen or projector, combined with audio and teachers’ gestures; thereby leading students to complete the learning process, absorb information and practice and develop language. Using multimedia effectively will increase the visual of teaching content, promote students to absorb information, acquisite language through different senses of the human. With module Language Practice 1 - Speaking 1, multimedia helps students have much more practical information, create imaginations about languages, help them experience Chinese culture, thereby reading and understanding the beauty of words more deeply. The practical research also shows that using multimedia in teaching language is a trend at Hanoi Open University supported as well as highly expected by teachers and students there. From the above theoretical research and practical research, the author proposes the use of multimedia in teaching to become popular in other modules in the Chinese Language training program. In this process, it’s essential to notice the process of design, using multimedia relevant to the target required, contributing to innovative teaching methods in a positive way, relevant for different objects.

References