AN INVESTIGATION OF CHALLENGES AFFECTING THE INTEGRATION OF MULTIMEDIA RESOURCES IN THE ENGLISH LANGUAGE TEACHING AND LEARNING PROCESS IN THE 21ST CENTURY: A CASE STUDY OF PORT HARCOURT

CHAPTER ONE

INTRODUCTION

1.1     Background to The Study

Information and communication technologies are significant aspects of modern advancements, particularly in education. Multimedia includes devices and platforms such as mobile phones, computers, the internet, radio, and television networks, playing a crucial role in various fields like health, education, and entertainment. Since the dawn of the present century, the education sector has faced numerous cultural, social, technological, and economic challenges. The use of technology in education helps to overcome these obstacles by introducing new methods, diverse models, and the latest technologies to enhance the quality of scholarship and instruction (Januszewski and Molenda, 2018). 

Expediently, modern technological inventions have facilitated effective teaching and learning, establishing efficient communication and integration of digital tool between learners and teachers which was previously difficult when the innovations were not adopted in education sector.  Toffler (2017) stated, “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn”. According to Tufail, Kanwal and Badar (2015), language teachers from universities should conduct workshops in schools to improve the language skills of both teachers and students. This would ensure the adoption of advanced teaching methods. Expert educationist Sofi (2015) opines that a student-centered approach, combined with multimedia, can significantly enhance language learning. Therefore, multimedia serves as an effective tool for improving and transforming educational methods. Advancements in learning, supported by modern tools, make education more appealing, dynamic, and engaging, linking it to everyday life.

 However, despite the introduction of new techniques into classrooms worldwide, the effective use of ICTs is not automatic especially in classroom setting and in teaching second language like English Language (Younas et al., 2020).  With third world countries like Nigeria, where English Language is a formal language, both infrastructural and institutional problem persist in the adoption of multimedia technologies for teaching and learning. According to Imran and Ain (2019), English language teaching is a fundamental component of both public and private schools across Nigeria, with numerous commissions and discussions addressing the pros and cons of its effectiveness at the school level. The education system and teaching methodologies are continuously being revised by the government to address the growing challenges in language acquisition and comprehension at the school level. However, improving the quality of English language teaching in schools is closely tied to the quality of teachers and their teaching methods. 

Bizarrely, a significant issue in achieving better teaching outcomes with multimedia integration in English education is the shortage of trained teachers and their proficiency with newly developed technologies for teaching language indicatively rather than traditionally. According to Cameron (2018), for young learners of any foreign language, an effective program based on key principles must include teacher training, interaction, and the ability to utilize the latest multimedia tools and innovative, engaging methods to enhance the interest of early-stage learners in the target language. Therefore, a survey will be conducted in order to examine the challenges of integrating multimedia resources in the English language teaching and learning process in the 21st century.

1.2     Statement of The Problem

It is no doubt that successful implementation of modern technology in education requires a comprehensive approach, including long-term funding, curriculum development, competent teachers, and institutional commitment(Obeka, 2020). On the other hand, there are many obstacles to utilizing modern technology in both developing and developed countries.  In the case of Nigeria, a developing country, there are numerous challenges in education, particularly in the effective use of the latest technologies for language teaching, which is crucial for postcolonial regions. As argued by awareness of multimedia in education is almost nonexistent. The government's efforts to integrate innovative methods into teaching and learning have not been sufficient(Leech, 2017). While many countries benefit from modern technology and teaching methods, Nigeria still faces significant barriers. Outdated methods that are no longer used in developed countries are still prevalent here. The situation in rural areas of Nigeria is even worse due to the lack of physical and technical facilities, inadequate school buildings, poor electricity supply, and insufficient telecommunications. According to Adam and Bebaker (2015), it is essential to teach English literature alongside the English language, but there are few teachers in Nigeria trained to teach both using the latest IT tools. Professional training for teachers, technical support, and content development are urgently needed in the educational sector. Although studies abound on the importance of information technology in teaching and learning process, limited evidence abound on the challenges of integrating multimedia resources in the English language teaching and learning process in the 21st century. Against this backdrop, this study is conducted.

1.3     Objectives of The Study

The main objectives of this study is to examine the challenges of integrating multimedia resources in the English language teaching and learning process in the 21st century. Specifically the study intends to:

1.Determine  whether there is an adequate availability of multimedia resources for the teaching and learning of English language in Port Harcourt.

2.Examine the impact of multimedia resource integration on English language teaching and learning outcomes in Port Harcourt.

3.Identify the challenges faced in integrating multimedia resources into English language teaching and learning.

4.Propose practical solutions to challenges affecting the integration multimedia resources into English language teaching and learning.

1.4 Research Questions

The  study will be guided by the following questions;

Is there adequate availability of multimedia resources for the teaching and learning of English language in Port Harcourt?

What is the impact of multimedia resource integration on English language teaching and learning outcomes in Port Harcourt?

What are the challenges faced in integrating multimedia resources into English language teaching and learning?

What practical solutions can be proposed to address challenges in integrating multimedia resources into English language teaching and learning?

1.5 Research Hypothesis

H0: Integration of multimedia resources has no significant impact on English language teaching and learning outcomes in Port Harcourt.

Ha: Integration of multimedia resources has a significant impact on English language teaching and learning outcomes in Port Harcourt.

1.6 Significance of the Study

With the findings of this study stakeholders involved in education and teachers will  understand the importance of integrating multimedia and ICT tools to facilitate effective instruction. Additionally, it will provide insights to students on how to make informed decisions about how to effectively utilize available resources for their academic success. Also, it will guide parents in choosing the right schools for their children and in supporting school-related activities that enhance resource availability.  Furthermore,  subsequent researchers will use it as a literature review. This means that other students who may decide to conduct studies in this area will have the opportunity to use this study as available literature that can be subjected to critical review. Invariably, the result of the study contributes immensely to the body of academic knowledge with regard to the challenges of integrating multimedia resources in the English language teaching and learning process in the 21st century.

1.7 Scope of the Study

The scope of this study is boarded on the challenges of integrating multimedia resources in the English language teaching and learning process in the 21st century. Empirically, this study will determine  whether there is an adequate availability of multimedia resources for the teaching and learning of English language, examine the impact of multimedia resource integration on English language teaching and learning outcomes, identify the challenges faced in integrating multimedia resources into English language teaching and learning and propose practical solutions to challenges in integrating multimedia resources into English language teaching and learning.

Geographically, the study will be delimited to some selected secondary school in Port Harcourt.

1.8 Limitation of the study

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. In addition, there was the element of researcher bias. Here, the researcher possessed some biases that may have been reflected in the way the data was collected, the type of people interviewed or sampled, and how the data gathered was interpreted thereafter. The potential for all this to influence the findings and conclusions could not be downplayed. 

More so, the findings of this study are limited to the sample population in the study area, hence they may not be suitable for use in comparison to other schools, local governments, states, and other countries in the world.

1.9 Definition of Terms

Resources: refer to the various inputs that support the educational process, including physical, human, and financial assets.

Multimedia Resources:Digital and non-digital materials that combine text, audio, video, images, and interactive content used to enhance the teaching and learning experience.

Students' productivity: refers to the academic performance and overall engagement of students in their educational activities.