Analysis of multimedia technology and mobile learning in English teaching in colleges and universities

Abstract

Abstract Multimedia and mobile learning are effective teaching tools because of their many useful characteristics. Transmission of educational material to students is facilitated by technology in both multimedia and mobile learning environments. A more interesting and engaging learning experience may be achieved by combining text, graphics, music, video, and animation. Media-rich classrooms are often referred to as “multimedia learning.” In contrast, students who use mobile learning may access their courses from any place with an internet connection and a mobile device such as a smartphone or a tablet. Whenever this involves commonplace technological needs, its cellular gadget and notably its clever telephone take the cake. Smartphone gadgets have a very wide range of potential applications and uses. Some ethical considerations are preventing media from reinforcing stereotypes or prejudice in the communities where they are utilized. Student information are gathered and used in a way that protects their privacy, with materials required for students to engage in mobile learning, and respecting intellectual property and copyright regulations while using multimedia language-learning tools. This importance of learning cannot be overstated but when such results come, mobile devices have increasingly been used in schools. This question of whether mobile devices have an impact on education remains open. Because of such “mobile gaining knowledge,” along with an overall phrase describing researching where different devices could be utilized in combination to enhance schooling, mobile devices had become more popular. Because today’s kids utilize their mobile devices frequently, studies on their effect on word learning are immediately required. This pilot research seeks to understand why school learners think via smartphone-based L2 exercises. In particular, this study collects data about several plenty applications using cell phones in linguistic research. Two hundred and ninety-four college children from one top Turkish institution participated in this research. This project uses some hybrid reporting models and relies on description analysis over its methodology. Their results show that users place one high value on obtaining ready accessibility to materials while studying some foreign language. Respondents not only remarked about their cellphone’s portability but also proposed new applications for enhancing their learning in other countries.