The Project
resulted in considerable benefits and advantages to both teachers and students, namely:
Improved ICT
skills amongst teachers and pupils.
Improved knowledge
of European Language/Culture.
Development of
independent learning and research skills, creative thinking and problem-solving.
Improved
motivation and attitudes to learning, particularly for slow ability students.
Instruction was
better tailored to individual learning rates. A
student learned at his/her own speed and ability.
More active
learning - stimulated student interest.
Highly
motivational - children devoted time and effort voluntarily to their computer work.
Group interaction
- much of our work involved group co-operation, consequently, a social stimulus.
Popularity -
teachers reported that children liked using the computer to learn their target language. Very positive feedback was received from parents,
local community and teachers in various schools of the locality.
Less class
pressure on the student, he/she felt more at ease.
Language learning
is a highly repetitive process, particularly in the early stages. This may be complicated by the necessity of
learning an unfamiliar alphabet. ICT was very
useful for new learners in these repetitive situations.
Even at a more
advanced level, ICT was very advantageous in helping the teacher cope with the student's
individual needs.
The computer
retrieved stored information with a speed no human being could manage. Language packages, for example, provided a list
of examples of usage of a particular word or construction far more quickly than even a
native speaker of the language could do.
With the help of
multimedia effects, our students were taken into real-life language situations.