1. Introduction
With the rapid progress of science and technology, multimedia technology has profoundly transformed education with its powerful information processing ability, rich expression and convenient interaction. The acceleration of globalization and the increase of cross-cultural communication make the demand of language learners to improve their oral fluency and enhance their intercultural communication ability increasingly[1]. Traditional teaching methods often neglect the contextual and practical nature of language learning, and multimedia technology can simulate real language environments and provide diverse practice opportunities to better meet these needs. At the same time, multimedia technology can support explicit and implicit learning, promote clear learning objectives and guidance, and create a realistic and vivid language learning environment to stimulate learners' interest and motivation[2]. At present, multimedia technology has been widely used in language learning, such as multimedia teaching software, online learning platforms, etc., which significantly increases learning interest, promotes knowledge absorption and memory consolidation. This study employs theoretical analysis and relevant references to comprehensively assess the specific effects of multimedia technology on both explicit and implicit language learning.This paper focuses on the following three questions: How does multimedia technology assist language learners in their external language learning? How does multimedia technology assist language learners in their implicit language learning? This paper adopts the research method of literature reading and analysis. This research has both theoretical value, practical significance and social significance, and provides strong support for language learning, educational innovation and social development.
2. Explicit language learning
For example, providing rich audio-visual materials can enhance the stimulation and diversity of language input. Multimedia technology integrates multiple information media such as text, images, sound, and video to provide learners with rich and diverse audio-visual materials. These materials include traditional text and audio materials and various forms of content such as animation, film, and documentary. For example, in language learning software, learners can watch movies or animations made in the target language, which not only helps learners understand the practical application of the language but also allows them to immerse themselves in the cultural environment of the target language [3].
Use dynamic resources to help learners understand grammatical structures and vocabulary usage more intuitively
Animation and video resources in multimedia technology can demonstrate grammatical structures and vocabulary usage dynamically, enabling learners to understand these linguistic elements more intuitively. For example, in grammar learning, animation can show the order and relationship of sentence components to help learners understand complex grammatical structures. [4]In vocabulary learning, videos can show how words are used in different contexts, allowing them to experience cultural nuances and context-specific language use..
Design interactive language learning software to encourage learners to actively participate in speaking and writing exercises
Multimedia technology also enables the design of interactive language learning software that typically includes various forms of speaking and writing exercises, such as role-playing, dialogue simulation, and writing tasks. These exercises not only stimulate learners' interest in learning but also help them improve their speaking and writing skills in practice. For example, in speaking exercises, learners can have conversations with virtual characters or communicate online with other learners to improve oral expression and language resilience. In the writing exercise, learners can write different types of text such as articles and emails, and understand their writing level and areas for improvement through the feedback function of the software.
Simulate real-life scenarios to improve learners' language practice and cross-cultural communication skills
Real-time feedback on learning results to help learners correct errors in a timely manner and improve learning efficiency
Multimedia technology can also help learners understand their learning outcomes and areas for improvement through real-time feedback mechanisms. For example, in language learning software, learners can test their learning outcomes by completing exercises or tests and get instant feedbacks from the software. These feedback include correct answers, error analysis, and suggestions for improvement, which help learners correct errors and improve learning efficiency in a timely manner. In addition, some software provides personalized learning plans and progress tracking to help learners better plan their own learning time and progress.
In summary, multimedia technology plays an important role in improving learners' external language learning by providing rich audio-visual materials, utilizing dynamic resources, designing interactive language learning software, simulating real-time scenarios and providing real-time feedbacks. These features not only help learners improve their language skills but also develop their language practice and intercultural communication skills.[5]
3. Implicit language learning
3.1. Stimulate learning interest and curiosity
Multimedia technology can create engaging learning content by integrating multiple information media such as images, animation, audio and video. These colorful content can stimulate their interest and curiosity in learning. For example:
In language learning software, new vocabulary and grammatical structures are taught through animated stories or interactive games to make the learning process more vivid and interesting. While enjoying the game, the learner unconsciously acquires new language knowledge.
Virtual reality (VR) technology is used to simulate real-world language environments, allowing learners to experience the cultural and social scenarios of the target language. This immersive learning experience stimulates learners' curiosity and exploration, prompting them to learn the language more deeply.
3.2. Providing an immersive learning experience
Multimedia technology can simulate real-world scenarios and create immersive learning experiences for learners. [6]This experience helps learners emotionally connect with the language they learn, enhancing their understanding and retention. For example:
On the language learning platform, learners can immerse themselves in the cultural environment of the target language by watching a film, TV series, or documentary produced in the target language. [7]This immersive learning experience not only helps improve learners' listening comprehension but also helps them better understand the practical application of the language and cultural context.
Using speech recognition and synthesis techniques, learners can practice conversations with virtual characters. This interactive conversation exercise allows learners to develop oral expression skills in situations that mimic real conversations while feeling the rhythm and intonation of the language.[8]
3.3. Cultivate language perception skills
Multimedia technology provides learners with rich resources for language input, including different pronunciation, intonation, and speech speed. This helps develop learners' language perception skills, making them more sensitive to capturing nuances of language. For example:
In speech learning software, learners can improve pronunciation accuracy through imitation and follow-up exercises. The software feeds back the learner's pronunciation in real time and points to areas for improvement. This feedback mechanism helps learners constantly adjust and optimize their pronunciation skills.
By watching news programs or variety shows in different regions, learners are exposed to diverse pronunciations, dialects, and accents, which helps them better understand the richness and complexity of the language, fostering a more holistic perception of language.3.4 Promoting the formation of linguistic thinking
Multimedia technology can help learners form images and scenes related to the language they are learning in their minds, thereby facilitating the formation of their linguistic thinking. This way of thinking helps learners to think and express more naturally in the target language. For example, in reading comprehension exercises, multimedia techniques can present key information and plot developments in an article through images and animations. This helps learners better understand the content of the article and form clear images and scenes in their minds. [9]This graphic approach aids learners in grasping the thoughts and emotions conveyed in the text.
In writing exercises, multimedia techniques can provide a variety of writing templates and paradigms for learners to refer to. Learners can exercise their writing skills by imitating and drawing on these paradigms, and gradually develop their own language style and way of thinking during the writing process.
3.4. Personalized learning
Multimedia technology can also provide personalized learning resources and learning paths based on individual differences and the learning needs of learners. This customization helps learners focus on areas most relevant to their learning situation, improving overall effectiveness. For example,in intelligent learning system, learners can select content and difficulty levels based on their progress and interests. The system adapts to the learner's learning situation and feedback, providing learners with more personalized learning suggestions and resources.
When learning using an online learning platform or mobile app, learners can choose the contents based on their schedule and location. This flexible approach to learning helps learners better balance work, study and life, improving learning efficiency and quality of life.
To sum up, multimedia technology plays an important role in improving learners' implicit language learning. It stimulates learners' interest and curiosity, provides immersive learning experiences, develops language perception, promotes language thinking, and enables personalized learning. Together, these functions promote the in-depth development of learners' implicit language learning.[10]
4. Multimedia technology is very important for language learning.
It combines implicit and explicit learning to create a comprehensive and efficient learning environment. Teachers use multimedia technology to construct real or simulated situations that enable students to actively participate in language practice and enhance oral and cultural understanding. Simultaneously, the integration of clear grammar explanations and pronunciation demonstrations ensures learning accuracy and consistency.
Virtual reality technology further provides an immersive and interactive language practice platform that facilitates learners' freedom to explore and modify language assumptions, improve learning efficiency and innovation. In short, multimedia technology bridges the gap between external and external learning, providing a personalized learning experience and laying a solid foundation for language learning.
5. Conclusion
The central theme of the study is to explore how multimedia technologies play a role in explicit and implicit language learning and their specific effects on language learning. The research aim is to analyze the characteristics and advantages of multimedia technology and reveal its potential value in promoting language learning, thus providing new ideas and methods for language teaching practice. Multimedia technology facilitates explicit and implicit language learning by providing rich and diverse language input and output opportunities, simulating real-world language environments, and providing immediate feedback and error correction. Learners, assisted by multimedia technology, are able to acquire language knowledge and skills more efficiently. Studies have also found that explicit and implicit learning complement each other in the language learning process. Multimedia technology can help learners understand language rules and grammatical structures in explicit learning, and provide rich language input and contextual simulation in implicit learning. Multimedia-based language teaching strategies and methods have proven effective. By integrating multimedia technology, teachers can design more interactive and interesting teaching activities that stimulate students' interest and motivation to learn, thus improving the language learning effect.
Third, research shortcomings: For example,individual differences: learners' ability to accept and use multimedia technology is different, which affects the learning effect and needs to be explored in depth.
Overall, the research has achieved results in multimedia technology and language learning, but further exploration is needed to provide comprehensive guidance.
References
[1]. Zang Pinghong is red. (2022). This paper discusses how to optimize the teaching of English reading in junior high school with multimedia. China New Communications(24), 212-214.
[2]. The room smiled. (2022). Use multimedia to optimize English teaching. New Courses (13), 107.
[3]. Xiao Yang. (2020). School of language teaching from the perspective of explicit/implicit learning. Journal of Jinzhou Medical University (Social Science Edition) (01), 106-109. doi:10.13847/j.cnki.lnmu(sse).2020.01.029.
[4]. [4] Wang Xizhe(NWOSITA HILARY CHIMEZIE). (2019). Research on the Application of Multimedia Technology in Chinese Teaching in Nigeria. https://next.cnki.net/middle/abstract?v=hFA5SNLyt3j5qDyIdBifL6Rz6jVuqZEzyE6n2Lg8A_3xpVzxhU1JteIpWm4S6BOsJdP1e0scyfkPQjGcCKdpG03U7FubjoyTBVYzdjhKF8_Bn-3ZbXWrA3t58W4bxLpcKTH-u0ps-lHHCSXCdEGHmvaROaPLts7TtuahueI_9bvks8QnNhEQM56MCZl0f-_C3LPwW-nqxoY=&uniplatform=NZKPT&language=CHS&scence=null
[5]. Zhou Haiping. (2019). A Study on Implicit Grammar Competence Cultivation Paths Based on Exposed Knowledge. Journal of Jiamusi Vocational College (04), 180-181.
[6]. Xu Xiaoli. (2018). An analysis of the synergistic effect of explicit and implicit knowledge in English grammar teaching. Journal of Huaibei Normal University (Philosophy and Social Sciences Edition) (03), 111-115.
[7]. Shih Hsiu-hong. (2018). Multimedia technology is the main part of English listening and speaking teaching in universities under the perspective of implicit learning theory. Comparative Study on Cultural Innovation(07), 108-112.
[8]. Wang Xiaobei. (2012). The effectiveness of implicit and explicit teaching methods in university English grammar teaching. Master https://next.cnki.net/middle/abstract?v=hFA5SNLyt3ixI0jq2WTQPw0Vbm_Qg4PPN7kG52_z4rXEJr82_FpZNUIhPfC8vCunfLPvWhQ2s0fn4b3ZrpbYhkEOVnu71Lx8XcoavySfX2xSsj2Mbj7aYTOPavWXZqyF2kV9vuBDhPmstNXNwCBymixJoJhLGJqB0jsS35STR0La6J36FyvzNZfOxFoXud5M&uniplatform=NZKPT&language=CHS&scence=null
[9]. Zheng Yanling & Zeng Yong. (2007). Creating a multimedia network to assist the implicit learning atmosphere of English. Science and Technology Information (Academic Research) (24), 1-2.
[10]. Chen Yan & Guo Xianping & Guo Siping (2006). Research on Implicit Learning of Language and Its Implications for Language Learning. Journal of Jiangsu Technical Normal University(05), 51-54.
Cite this article
Fan,Y. (2025). Application of Multimedia Technology in Promoting Expression and Implicit Language Learning. Lecture Notes in Education Psychology and Public Media,78,124-128.
Data availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
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References
[1]. Zang Pinghong is red. (2022). This paper discusses how to optimize the teaching of English reading in junior high school with multimedia. China New Communications(24), 212-214.
[2]. The room smiled. (2022). Use multimedia to optimize English teaching. New Courses (13), 107.
[3]. Xiao Yang. (2020). School of language teaching from the perspective of explicit/implicit learning. Journal of Jinzhou Medical University (Social Science Edition) (01), 106-109. doi:10.13847/j.cnki.lnmu(sse).2020.01.029.
[4]. [4] Wang Xizhe(NWOSITA HILARY CHIMEZIE). (2019). Research on the Application of Multimedia Technology in Chinese Teaching in Nigeria. https://next.cnki.net/middle/abstract?v=hFA5SNLyt3j5qDyIdBifL6Rz6jVuqZEzyE6n2Lg8A_3xpVzxhU1JteIpWm4S6BOsJdP1e0scyfkPQjGcCKdpG03U7FubjoyTBVYzdjhKF8_Bn-3ZbXWrA3t58W4bxLpcKTH-u0ps-lHHCSXCdEGHmvaROaPLts7TtuahueI_9bvks8QnNhEQM56MCZl0f-_C3LPwW-nqxoY=&uniplatform=NZKPT&language=CHS&scence=null
[5]. Zhou Haiping. (2019). A Study on Implicit Grammar Competence Cultivation Paths Based on Exposed Knowledge. Journal of Jiamusi Vocational College (04), 180-181.
[6]. Xu Xiaoli. (2018). An analysis of the synergistic effect of explicit and implicit knowledge in English grammar teaching. Journal of Huaibei Normal University (Philosophy and Social Sciences Edition) (03), 111-115.
[7]. Shih Hsiu-hong. (2018). Multimedia technology is the main part of English listening and speaking teaching in universities under the perspective of implicit learning theory. Comparative Study on Cultural Innovation(07), 108-112.
[8]. Wang Xiaobei. (2012). The effectiveness of implicit and explicit teaching methods in university English grammar teaching. Master https://next.cnki.net/middle/abstract?v=hFA5SNLyt3ixI0jq2WTQPw0Vbm_Qg4PPN7kG52_z4rXEJr82_FpZNUIhPfC8vCunfLPvWhQ2s0fn4b3ZrpbYhkEOVnu71Lx8XcoavySfX2xSsj2Mbj7aYTOPavWXZqyF2kV9vuBDhPmstNXNwCBymixJoJhLGJqB0jsS35STR0La6J36FyvzNZfOxFoXud5M&uniplatform=NZKPT&language=CHS&scence=null
[9]. Zheng Yanling & Zeng Yong. (2007). Creating a multimedia network to assist the implicit learning atmosphere of English. Science and Technology Information (Academic Research) (24), 1-2.
[10]. Chen Yan & Guo Xianping & Guo Siping (2006). Research on Implicit Learning of Language and Its Implications for Language Learning. Journal of Jiangsu Technical Normal University(05), 51-54.