Review Literature Review International Journal: USE OF MULTIMEDIA TECHNOLOGIES IN ENGLISH LANGUAGE LEARNING: A STUDY by Simhachalam Thamarana

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Multimedia technology is a technology that combines computer technology, compact disc player, video system and audio system to get a better combination and increase interaction between users and computers.

In the context of education, interactive through multimedia must play an important role in the process of development and learning in a more dynamic and quality direction. This helps by supporting computers in offering technology that supports learning applications.

However, it is more important to understand how to use this technology more effectively and efficiently to be able to issue and issue new ideas in producing and presenting learning materials that enable students to be motivated to explore the content of learning and further enrich the learning process.

All the kinds of technological tools that make us able to transmit information in a very large
meaning, leveraging the learning power of human senses and transforming information into
knowledge, stimulating the cognitive schemes of learners. The use of multimedia
technologies in educational institutions is seen as necessary for keeping education relevant to
the twenty-first century (Selwyn & Gordard, 2003). Educators have heralded the advent of
multimedia technologies as a catalyst for change in traditional teaching practices; to innovate
and improve on traditional practices (LeFoe, 1998; Relan & Gillani, 1997). One of the
ultimate goals of multimedia language teaching is to promote students‟ motivation and
learning interest, which can be a practical way to get them involved in the language learning
(Thamarana, 2015). Advances in information and communication technologies, particularly
the Internet and interactive multimedia technologies, are creating new networking
opportunities for students. Technology-mediated mentoring is one way to bring to students
subject matter experts that can give advice, feedback, and guidance (Kerka, 1998).
Multimedia in education has the potential to go beyond the boundaries of interaction and
explorative learning. The actors in the education community could establish a „„Virtual
Education Space‟