Multimedia is a kind of technological teaching aids that can be applied during the teaching and learning process. It is a combination of sounds, graphics, animation and video. In the world of computers, it is a part of hypermedia, which connects the elements of multimedia with hypertext for the purpose of creating links among pieces of information. Therefore, these techniques are expected to deal with vocabulary and pronunciation difficulties of Iraqi EFL students especially at the primary school ones in order to reduce the mistakes in pronunciation and to enhance their vocabulary repertoire. The present study aims at investigating the effect of using multimedia techniques on Iraqi EFL learners' performance in vocabulary and pronunciation. For this purpose, it is hypothesized that there is no statistically significant difference between the mean score of the students who are taught vocabulary and pronunciation using multimedia techniques, and that of those who are taught vocabulary and pronunciation using strategies that are recommended in the prescribed textbook. In order to achieve the aims of the study, an experiment has been designed. The population is male pupils of the fifth grade at the primary schools in Baghdad, during the academic year 2016-2017. Two sections have randomly been selected; one to be the experimental group and the other has been considered the control group; each group includes 25 pupils. The two groups have been taught the same topics. But only the experimental group received the treatment. The experiment lasted two months. The two groups have been equalized in the variables of age counted in months, parents' education, and their scores in the mid-year exam. In order to find out pupils‟ progress in learning vocabulary and pronunciation, the post-test has been divided into two parts one as a written test (vocabulary test) that includes four questions and the other has been considered as an oral test (pronunciation test) that includes two questions at the end of the experiment. The test is ascertained by exposing it to a jury of experts. Then, a pilot study of 90 pupils is conducted to provide data for item analysis which indicates the effectiveness of the test items in terms of their discriminatory power, difficulty level, and alternative of effectiveness. The reliability for the written test (vocabulary test) coefficient has been calculated by using the Cronbach Alpha method and the correlation coefficient of 0.82 and Kuder-Richardson formula 20has been used to estimate the reliability of the oral test (Pronunciation test). The correlation coefficient of 0.73, which indicates that the test is reliable and acceptable. After statistical analysis of the obtained data, the t-test formula for two independent samples has been used to test the significance of difference between the two mean scores of the two groups. It has been found that there is a statistically significance difference in favor of experimental group. Therefore, it is concluded that multimedia techniques have a great effect in teaching vocabulary and pronunciation. Therefore, a number of recommendations and suggestions for further researches are put forward. (Published Abstract)
للمزيد من الدقة يرجى التأكد من أسلوب صياغة المرجع وإجراء التعديلات اللازمة قبل استخدام أسلوب (APA) :
Sarhan, Saad S.. (2018). The effect of using multimedia techniques on Iraqi EFL learners performance in vocabulary and pronunciation at the primary stage . Journal of the College of Basic Education. Vol. 24, No. 101 Humanity, 2018. pp. 61-78 تم استرجاعه من search.shamaa.org .