The Impact of Multimedia Materials Teaching on EFL Elementary School Learners

Nowadays, it is hard for EFL students to learn a foreign language well because of the learning environment and limited teaching materials. Therefore, if we are willing to create a successful foreign language learning classroom, the use of multimedia will be very important. Besides, learning with multimedia has become the latest tendency among the education field. For instance, many researches and professionals all approve that various materials of multimedia learning can make the learning more productive, impressive, abundant, and memorable. In this research, multimedia materials were constructed by video clips. Furthermore, after adopting multimedia materials, some findings showed that multimedia-material teaching can strongly increase the vocabulary acquisition in a short period of time. In addition, students can learn not only by spelling and images, but also by vivid of video clips presentation and sounds to make connections to their daily life. Furthermore, through the interect program, their learning motivation is higher than the traditional teaching styles. Students get more positive learning attitude and their self-efficacy all been improved. Therefore, multimedia-material teaching can make learners learning more productive, abundant and efficient; therefore, using multimedia-material teaching will be one of the important teaching materials that can be applied in the classroom.


Background Learning Environment
Since English has become one of the languages that contain most of the speaking populations all over the world, the importance to learn English well gradually gets more attention in Taiwan. However, non-English speaking countries such as Taiwan, China… etc., although English is one of the subjects that students need to learn through their school life. Nonetheless, the insufficiency of the English-speaking environment leads to the problem for people who want to learn English well. So, for people who live in this kind of environment, how can they learn English well and sharpen the four skills of a language: listening, reading, speaking, and writing? The most important part is about learning vocabularies.

The Importance of Learning Vocabulary
Scholars defined the major difficulties for English learning is facing a great deal of unknown vocabularies in English reading content or passages. Besides, memorizing words can be another difficulty for Chinese students to learn English, because Taiwan is an English as foreign language country; therefore, English only uses in school or cram schools' class.
Also, there are some studies that can prove the elements--Vocabulary that can cultivate English skills.
An excellent and huge vocabulary is helpful to inferring meaning from English sentences and passages (Rupley, Logan, & Nichols, 1999). Also, Schmitt (2010) pointed out that one thing that all of the partners involved in the learning process (students, teachers, material writers, and researchers) can agree upon is that learning vocabulary is an essential part of mastering a second language. However, it has been really difficult for learners to remember vocabularies and even use it. If you don't memorize vocabularies, it is hard to raise your English ability. Limited vocabularies often lead to misunderstanding or lower comprehension of English texts (Segler, Pain, & Sorace, 2002.)

Multimedia Learning-A New Way to Learn Well
What is multimedia? Multimedia contains six components, they are: text, animation, still images, audio, video and interactive platforms.
Nowadays in the modern society, the ways that students and teachers can get knowledge become more various. Instead of the original way: learning and drilling from books or dictionaries, Internet and multimedia gradually become more efficient and easy ways to learn English and memorize vocabularies well. Besides, at present the use of internet and multimedia sources such as films, TV channels have been existed for a long period of time. Furthermore, these sources have proved usefully in replacing the traditional English learning and teaching. It means that the teaching area has encountered new changing methods and teachers now have the opportunities and responsibilities to cooperate with the remarkable technology which can make teaching contents more abundant and organized. Such as Gilakjani (2012) sites that advantages of multimedia design compared to using a single medium might result from the ability to choose among media to present well-structured information. Therefore, students can learn more complete and systematic knowledge based on the multimedia sources compared to learn unrelated and dependent information based on the traditional learning method.

Purpose of the Study
Due to the fact that Shyamlee and Phil (2012) indicates that Technology is utilized for the upliftment of modern styles, also it satisfies both visual and auditory senses of the students. That means applying technology into the classroom is the tendency of learning languages now. Besides, when apply the technology in the teaching content, both visual and auditory learners' need would be satisfied.
Therefore, in this research, researchers are willing to observe the effect on adopting multimedia-material teaching as the technology in the classroom. After learners accept MMT and TT, researchers will then focus on the vocabulary acquisition and learning motivation aspects.

Learning Motivation
In this research, the leaning motivation questionnaire was designed by I-Ling (2007). Then the questions can be separated to five different factors: learning cognition, self-efficacy, learning environment incentives, learning target, and learning attitudes. Then, the meaning of the scores based on Likert type, the higher score presents high learning motivation and lower score means weak learning motivation.

Multimedia Materials Teaching (MMT)
The way we use multimedia as the teaching materials can be various, such as videos, online information, news, internet platform, some learning-designed systems. In this research, video clips that were made by the researcher will be the major elements that used in this research. Besides, in the video clips contain pictures, short videos, and gif image format with the combination of different music tracks. The idea of these videos was that researcher chose the related vocabularies, or video clips and applied sentences to target words then combined them together as a formal video clip.

Traditional Teaching (TT)
Traditional teaching contains lots of methods, in this research, researcher uses the way of deductive method teaching, which means students follow teachers' directions doing oral practice repetition depends on the teaching aids such as pictures with spelling at the back or real objects.

Research Question
1. Are there any significantly different on vocabulary acquisition between students who adopt the traditional teaching (TT) and multimedia materials teaching (MMT)?
2. Are there any significantly different on learning motivation between students who take part in the traditional teaching and the multimedia materials teaching?  Omaggio (1979) conducted the first study for the influence on pictures related to reading comprehension with college freshmen who study in French. She found that pictures made a significantly improving on reading comprehension. After Omaggio's study, more and more research has narrowed down and focuses more on the effects of visual materials on L2 vocabulary acquisition.

Multimedia Learning
Related to Malik and Agarwal's (2012) surd simulate real life problem vey, it mentioned that multimedia helps in the way of solving problem with the usage of learning by applying, understanding abstract and complex concepts, provide more flexible method for teachers and students in non-English speaking or we say in the expanding circle of the international language-English's district., and facilitate not only individualized learning but cooperative peer-learning. Multimedia-material is used and experimented by a great number of educational institutions. Furthermore, Gilakjani (2012) also proves that there are some advantages for using multimedia-materials to EFL classroom. For example, students can raise their interest level after experience varieties of different kind of multimedia materials.
Also, students can enhance their understanding due to the fact that diverse material can let students connect with their background knowledge and then raise their skills of realizing more complex teaching content. Lastly, the rich multimedia material can help learners build up the memory easily and consistently memorize the content.
After discussing about the advantages and the expression about multimedia-materials, now it comes to the theory basis of this research. Sydorenko (2010) cited that "Input in various modalities is now being used in language teaching because multiple modalities are believed to improve language acquisition". This perception is supported by Paivio's (2007) Dual Coding Theory (DCT). DCT revealed that language acts and imaging are two classes of implicit behavior. The main idea of DCT is that humans have the potential to code encountered, in these two dependent systems linguistic ("verbal") and nonverbal (images) systems. The most important assumption is that the two independent systems have the connections that can lead to better memory capabilities. Paivio and Begg (1981) also assumed that the two systems have connections to the sensory modality that was explained in Table 1. For instance, video clips are an appropriate example combines linguistic and images systems together and it can make students learn vocabularies easier. Therefore, in this study, the theory will be quoted as the basis that researcher tries to figure out whether MMT can precisely combine the two systems and make students recognize vocabularies simply and efficiently.

Learning Motivation
Gilakjani (2012) has indicated that some studies have suggested that students have higher satisfaction and motivation in the classroom when the use of multimedia materials is located. Besides, Pintrich (2002) combines different kinds of theories and assumptions of learning motivation. In his points, he classified some explanations. He thought that motivation contains four keys of components on students learning motivation. They are academic self-efficacy, attributions, intrinsic motivation, and achievement goal. Besides, Pintrich also cites that social cognitive models stress that students will be motivated in multiple ways. The issue is to realize the way and the reason why students are motivated on their school's achievement. In addition, in this research, learning motivation will be sorted of four different aspects, then the characteristic and multiple components of learning motivation will be observed by the researcher.

Methodology
This study attempted to describe about the process and details of using multimedia teaching content on English Vocabulary and investigate the effectiveness on 3 rd grade students in the mix of two different elementary school's vocabulary acquisition and learning motivation. In this chapter, the methodology was constructed of the following parts: 1) research design, 2) participants. 3) materials chosen for this study, 4) instrument applied in this study, 5) experimental procedure, and 6) data analysis.

Research Design
In this research, students are randomly separated to controlled or experimental group. Then, the initial ability was controlled according to their 106 th English midterm at school. Different groups of students will receive different kinds of teaching, controlled group will receive TT, and experimental group will receive MMT. Then, after accepting different kinds of teaching method, students will do the posttest include vocabulary acquisition test and learning motivation questionnaire to observe the difference between two teaching method, table 2 shows the process of the research design in this research between the two groups, MMT and TT.  well-understand and memorize in a short period of time. Then, the target words should be words that they did not approach and gain in the student book before. Therefore, in this study, ten target words were chosen from the fifth-grade student book. Also, to make the study more efficient, the connections of the target words are prevented.

Participant
There are 31 participants (17 boys and 14 girls) for this current study, with an average of 9 years old who was randomly chosen from the mix of two different elementary schools and then separated into two different classes. They all learn English for approximately 1 year. Due to the farness, the target words are picked from the fifth-grade student book that published by the minister of Education in Taiwan (Dino on the Go Book6). I as the teacher and the researcher tried to use multimedia teaching content to improve students' not only vocabulary acquisition but their interest and motivation in learning English.
In order to investigate specifically the effect of multimedia teaching content on vocabulary learning among participants with different English ability and proficiency, therefore, student's initial ability was controlled and the average of the experiential and control group with their mid-term exam at school was almost the same.

Instrument
There are two instruments that were used in this study including the achievement test and the learning motivation questionnaire.

Achievement Test
The achievement test was conducted by the research. The test consisted of three different parts:

Learning Motivation Questionnaire
The learning motivation questionnaire that used in this research was conducted by I-Ling Su (The

Procedure
In this research, it was a one-shot test. Controlled group will learn target words by TT using normal classroom; then after teaching, students will do the vocabulary acquisition test and learning motivation questionnaire. In contrast, experimental group will learn words by MMT using the multimedia classroom equipped with rejecter and audio equipment. Then, students will write the same vocabulary acquisition test and learning motivation questionnaire as controlled group. The teacher for these two groups is the same-the researcher.

Data Analysis
There are two different aspects that research would like to observe the effect and difference between TT and MMT. One is vocabulary acquisition; the other is learning motivation.

Data Analysis of Vocabulary Acquisition
In one-way ANCOVA was used to study the differences of vocabulary acquisition performance between the two groups receiving different teaching method and materials after adjusting for their initial language ability. Before the ANCOVA was conducted, the assumption of homogeneity of regression lines was tested, and the result indicates that the assumption was not violated (p = .339).
Means, adjusted means and standard deviations are presented in Table 7

Data Analysis of Learning Motivation
In one-way ANCOVA was used to study the differences of learning motivation between the two groups receiving different teaching method and materials after adjusting for their initial language ability.
Before the ANCOVA was conducted, the assumption of homogeneity of regression lines was tested, and the result indicates that the assumption was violated (p = .765).
Means, adjusted means and standard deviations are presented in Table 9, and ANCOVA summary table is presented in

Result
In this research, researcher wants to find out the effect between the multimedia-materials teaching and traditional teaching on 3rd grade students' Vocabulary acquisition performance and learning motivation. Therefore, the result will be presented in two different aspects.

Vocabulary Acquisition
The research question is about observing whether the MMT and the TT teaching method have significantly different on vocabulary acquisition. The researcher used one-way ANCOVA to study the differences of vocabulary acquisition between the two groups receiving different teaching method and materials after adjusting for their initial language ability. It comes to the result that there are significantly differences between these two groups learning with TT and MMT, and the percentage is .007(<0.05). Also, the partial Eta Squared is .241. It means that "different teaching methods" explains 24.1% of variance of students' vocabulary acquisition performance.
Besides, the most obvious difference is on part two translation part. All the information are listed on Table 11. The percentage is .004(<0.05), then, the partial Eta Squared is .259.

Learning Motivation
The research question is about observing whether the MMT and the TT teaching method have significantly different on learning motivation. The researcher used one-way ANCOVA to study the differences of learning motivation between the two groups receiving different teaching method and materials after adjusting for their initial language ability. It comes to the result that there are significantly differences between these two groups learning with TT and MMT, and the percentage is .0039(<0.05). Also, the Partial Eta Squared is .176. It means that "different teaching methods" only explains 17.6% of variance of students' learning motivation. However, according to the different aspects in this questionnaire, we divided the questionnaire into four different aspects: learning conscious, self-efficacy, learning ambition, and learning attitude. Then, one-way ANCOVA was used to analysis these four different columns. After that there are some significantly differences between these aspects, they are self-efficacy aspect, and learning attitude aspect.
In Self-efficacy, the percentage is .038(<0.05), and the Partial Eta Squared is .144. It means that "different teaching methods" explains 14.4% of variance of students' self-efficacy on learning motivation. Table 12 shows the result of self-efficacy. In learning attitude, the percentage is .009(<0.05), and the Partial Eta Squared is .221. It means that "different teaching methods" explains 21.1% of variance of students' learning attitude on learning motivation. Table 13 shows the result of learning attitude.

Discussion and Conclusion
To wrap it up, according to the result form the research, we can observe that MMT has significantly differences compared to TT. That corresponded to many researches and professionals point that MMT can raise students' understanding. In addition, students learn through MMT can make them memorize the vocabulary consistently. As we see on the post-test quiz, students who accept MMT teaching gain more points on the complex questions. Multimedia-materials teaching in this research also prove that, the basis of Dual Coding Theory (DCT) makes sense. When students learn with only images and words, the verbal and nonverbal systems which serve for memories cannot work together properly. However, when students receive video clips that contain images, audios, and words together, they can understand the vocabulary easily; furthermore, students will comfortably transform the vocabularies into their use of language. In this way, MMT can lead to an efficient way for students to memorize vocabularies and use them in their language. In addition, we also can observe that students who join MMT classroom has higher motivation overall. That means due to the fact that MMT contains different kinds of materials that are able to make learners absorb the information in a more interesting way. Students in MMT class shows very high interest and scores on self-efficacy and learning attitude part. That means ESL/EFL students are also more willing to learn this language with MMT. Therefore, using MMT is a new trend and teaching materials that students can not only learn, understand and memorize vocabularies easier, but also learn more complete and systematic knowledge based on the multimedia sources compared to learn unrelated and dependent information based on the traditional learning method. It is more necessary for EFL learners to accept multimedia-materials teaching to make them learn English with positive and efficiency. However, in this research, the material in the MMT class contains only the combination of images, short video clips, and audios. As we know MMT has a great number of materials that teachers can use to make the MMT class more effective, interesting and abundant.
Therefore, more investigations and researches need to be done. There is still a large space for drilling more and more kinds of multimedia-material teaching methods and other kinds of e-teaching system. E-learning is playing the key role in ESL/EFL classrooms in the context of globalization. We hope the learners could get encouraged and motivated by multimedia-material teaching through the instructions.