An Investigation Into The Effects Of MPAT On Self-Efficacy Of JHS English Teachers And Students

With the increasing development of modern media technology and the implementation of the new English Curriculum Standards,multimodal PPT-assisted teaching(MPAT)has become an important way of modern classroom teaching,and the use of multimedia technology by teachers and students has increasingly aroused more attention.It is significant to enhance the teaching efficacy(TE)of English teachers and the learning efficacy(LE)of students under such a background.Under the background of MPAT,this study sought to investigate the modes of multimodal PPT commonly used in Junior High School(JHS)English teaching,the level of JHS English teachers’ TE and JHS students’ LE,and the main influential factors of TE and LE.Based on self-efficacy theory and multimodal discourse analysis,data were collected via three research instruments including samples analysis,questionnaires and interviews.The results are shown as follows.Firstly,MPAT is widely used in JHS English teaching.Under the background of MPAT,the modes of multimodal PPT commonly used in JHS English teaching are mainly the visual mode(text,picture,graph)and the audio mode(music,textbook recording),of which the visual mode is the first choice by the English teachers.The least frequently used is the video mode(animation,film).Secondly,the TE of JHS English teachers is at a medium to high level in MPAT.There are no significant differences in the gender,age,education,grades taught,and teacher identity in the level of TE,which do not affect JHS English teachers’ TE.The main influential factors of JHS English teachers’ TE include the conflict between teaching content and class time,the poor quality of the classes led by the teachers,and teachers’ modern educational information technology capabilities.Thirdly,the level of LE of JHS students is above the middle level in MPAT.There is no significant difference in the gender of students in the level of LE,which does not affect JHS students’ LE.The main influential factors of JHS students’ LE include JHS students’ solidified mind-set of “learning is brushing exercises” and the weak foundation of students’ own language.The results of this study illustrated the importance of the collaborative use of PPT modes in MPAT as a way to enhance teachers’ TE and students’ LE.It is recommended to explore more effective ways to promote TE and LE under the background of MPAT for further researches.