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One of the overriding issues that emerged from this study was the fact that students were actively engaged in the educational material development process, but this did not mean that they were simply assigned a task and allowed the "muddle through" the process. Rather, this approach required extensive planning and preparation on the part of the second language educator to provide the framework that was needed for the students to succeed. This process is more challenging than might be expected, and involves far more than just placing existing course content online or on a CD/DVD format. Consideration must be given to how the course materials will be used, what supplementary materials should be included to augment the learning process and the time required to create and implement them, all of which require a comprehensive understanding on the part of the second language teacher.
In this regard, time, like other scarce resources, is of the absolute essence in most second language classrooms and teachers simply do not enjoy the luxury of false starts or experiments that may provide dubious results. Therefore, building on what has been proven to be effective in the past in promoting second language acquisition represents a viable and sensible approach to making the learning process more efficient and even more enjoyable for all of the stakeholders that are involved (e.g., both students and teachers alike). In the final analysis, multimedia resources represent a valuable addition to the repertoire of teaching tools in the second language acquisition classroom, and their value can be enhanced by enlisting the assistance of students in their creation and implementation.
Nikolva, O. R. (2002). Effects of students' participation in authoring of multimedia materials on student acquisition of vocabulary. Language, Learning & Technology, 6(1), 100.
Effects of Students' Participation in Authoring of Multimedia Materials on Student Acquisition of Vocabulary[continue]
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