ERG SES H 09, ICT and Education
Learning military terminology in English is very important because during international military exercises, joint operations Turkish officers are required to have competence in military terminology in English or else they may face communication problems. The design of materials that will boost the learning of military terminology in English is a need. There is an immense number and variety of materials providing learners with military terminology in English and they are available via internet or multi-media technology. According to Brett (2000) multimedia may provide an environment rich in opportunities for learners to develop their understanding. Students have a positive stance when it comes to the adaptation of technology in education.
Another problem with the teaching of military terminology is that the materials and activities already available on the course books are not interesting enough, up-to-date or various. Hirschel and Fritz (2013) state that enriching the classroom settings is a must. Similarly, Ulrike and others (2014) also claim that learning materials that show interesting illustrations might be effective because they trigger interest. Footages, documentaries, pod-casts and speeches available on internet serve a wide variety of military terminology. If these sources are exploited by the teachers to prepare supplementary materials, students might have higher attention span and interest in the lessons; therefore, they will be able to learn an important sum of military terminology. Long term retention of military terminology is also a challenge. As a natural result of being exposed to the target vocabulary with the use of ICT and multimedia sources, the stimulation of both eyes and ears is possible.
Thanks to the experience of using the ICT and multimedia to learn military terminology, the Cadets can continue learning further terminology or improve their overall English competence via the use of ICT and multimedia technology. Kavaliauskienė and Kaminskienė (2010) state that the internet activities promote learner self-monitoring ability and encourage the use of multimedia and network technology. This might result in learner autonomy for further language development. Most language teachers are unaware of the benefits of footages on Youtube for specific vocabulary teaching. The results of this study might provide new ideas for vocabulary teaching.
The study aims at finding answers to the following research questions:
- Do the use of ICT and multimedia to teach ESP expand students’ specific vocabulary knowledge better?
- Do the use of ICT and multimedia to learn ESP create motivation?
- Do the use of ICT and multimedia to teach ESP help improve overall English competence?
- Do the use of ICT and multimedia to teach ESP help develop learner autonomy?
Significance of the Study
If the use of ICT and multimedia to teach military terminology prove to be helpful, the English curriculum of military educational institutions can be enriched. Students’ learning habits and experiences via ICT may also result in an increase in learner autonomy. Learner autonomy is very important because most TMA graduates have difficulty in improving or maintaining their English competence levels after graduation. The students need guidance in order to be able to learn how to make use of up-to-date materials in ICT and multimedia. It is hoped that suggestions that will be given depending on the results of this study can be beneficial for:
- English teachers all over Turkey.
- English teachers in military educational institutions in Turkey.
- schools teaching ESP.
- the further studies of ELT Departments of faculties in Turkey.
Brett, P. (2000). “Integrating Multimedia into the Business English Curriculum: A Case Study” Retrieved December 11 from http://www.elsevier.com/locate/compedu Hirschel, R., Frits, E. , (2013). Learning Vocabulary: CALL Program vs Vocabulary Notebook. Kavaliauskienel, G., Kaminskiene, L. (2010). “Using ICT in English for specific purpose classroom” ESP World, Issue 1 (27) Retrieved December 2014 from http://www.esp-world.info Ulrike, I.E and others (2014). “Triggering Situational Interest by Decorative Illustrations Both Fosters and Hinders Learning in Computer-Based Learning Environments” Learning and Instruction Magazine
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