The Teachers’ Attitudes Toward the Use of Multimedia-Assisted Instruction in Chinese Kindergarten English Class

Abstract

The aim of this study is to understand the attitudes, challenges, and teaching strategies of 44 EF kindergarten English teachers in Kunming and Chongqing campuses towards Multimedia-Assisted Instruction. Using a combination of quantitative and qualitative methods, this study explores the factors that affect kindergarten English teachers' attitudes towards Multimedia-Assisted Instruction, the challenges teachers encounter when using Multimedia-Assisted Instruction, and the teaching strategies used by teachers. It is found that most kindergarten English teachers support Multimedia-Assisted Instruction, but the teaching environment and multimedia training kindergarten English teachers receive affect the kindergarten English teachers' attitude towards Multimedia-Assisted Instruction in kindergarten English classroom. In addition, kindergarten English teachers are faced with challenges such as the failure of multimedia equipment, students' inattention, and excessive dependence on multimedia. The results also show that while using Multimedia-Assisted Instruction, kindergarten English teachers should combine multimedia English classes with traditional English classes to create a better learning environment. Kindergarten English teachers need to strengthen the theoretical research of Multimedia-Assisted Instruction to clarify the status and role of Multimedia-Assisted Instruction methods in teaching. Kindergarten English teachers should not completely abandon the traditional English teaching method but should actively combine it with Multimedia-Assisted Instruction.