4) The name of the article is "Where is the technology-induced pedagogy? Snapshots from two multimedia EFL classrooms". The authors of the article are Ying XueZhong and HuiZhongShen.
Researchers discussion start with a delineation of two multimedia EFL classrooms in different schools. These sketches provide insights into Chinese EFL classrooms and capture the way English teachers integrate new technologies into classroom language teaching. After giving the snapshots of the multimedia EFL classroom the authors move on to the topics subsections in which they describe a central that the teacher still plays in the Chinese EFL class. They discuss the deep-rooted hierarchical order that led to perception of teacher as a sage. In "Implications and suggestions" and "Conclusion" subsections the researchers reflect on the fact that the role of the teacher in the classroom need to be redefined to allow for a learner-centered multimedia classroom to emerge.
The questions of the topic are the following: What pedagogical models do teachers use in the multimedia classroom? How does the multimedia classroom differ from the premultimedia classroom in terms of classroom interaction? What is the role of the teacher and the student in z technology-enhanced learning environment?
The researchers used observation for data collection. After collecting the data from the two multimedia lessons, the researchers applied a qualitative analysis to reduce the given data to the table with the three main columns: classroom observation, teaching and learning, and role of computer.
The data shows that in a 40-minute lesson, teaching takes up about 30minutes, which is used for checking reading, explaining the grammar rules of language po
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