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In this digital age, use of hypermedia, multimedia environment, and online resources has changed the way of traditional language learning and instruction. However, these types of environments have mostly used for general English classes but not for the academic courses at postgraduate levels. Therefore, there is an urgent need to empower the students at postgraduate levels with e- literacy skills to enable them to read multimedia texts in their academic contexts. This paper explored how postgraduate students engaged in reading their academic course texts in hypermedia environments. It also tried to find out the hypermedia tools they employed and the relation between choosing tools and the participants’ sensory pathways. To do this case study, a sample of eleven postgraduate students majoring in English Language Studies was chosen to read two academic hypermedia-reading texts. These students were selected based on their existing computer literacy skills gauged through a background questionnaire prior to selection. The postgraduate students were introduced to the hypermedia reading platform for the study which was accessible through an internet address as subscribed users. The tool used to gain insight of the participants’ perceived sensory pathways was the Sensory Pathway Questionnaire. Data from the questionnaires are triangulated with a semi-structured interview after hypermedia reading was finished. Then, observed hypermedia reading behaviors which were captured on screen by CAMTASIA and a post-online reading stimulated recall was conducted where responses were recorded for analysis using NVIVO. Generally the findings of this study reveal that the selected Iranian postgraduate students were inclined towards the visual sensory pathway evident in their choice of using most of the visual representations tools in the hypermedia environment. That is, learning is enhanced and was more effective by using visual tools. Therefore, this study has shown how hypermedia reading environment has facilitated the foreign students’ reading process and reading comprehension faster and more accurately. More importantly the findings of the study has suggested that hypermedia reading environments and tools can empower and transform non-native readers of English academic materials from dependent readers to autonomous independent readers who are more confident of their understanding and comprehension of the texts they read. Hence, creating hypermedia reading opportunities should be further encouraged in reading classrooms to develop these effective and independent readers.

The article deals with the introduction of multimedia in the foreign language classroom. There are some recommendations for people who are directly involved in the educational context and those who are interested in integrating multimedia computers in their undertakings. У статті розглядається проблема впровадження мультимедіа на заняттях з іноземної мови. Є деякі рекомендації для людей, які беруть безпосередню участь в освітньому контексті і тих,хто зацікавлений в інтеграції мультимедіа у сфері своєї професійної діяльності.

This paper describes the design and development process used to create Alien Rescue, a multimedia-enhanced learning environment that supports problem-based learning (PBL) in middle school science. The goal of the project is to further our understandings of technology, pedagogy, and instructional theories as they relate to the application of PBL within middle school classrooms through the application of design-based research. A unique characteristic of the project is that it is developed entirely by a team of graduate learning technologies students, working under the direction and supervision of the faculty. Throughout the development process, graduate student developers learn steps and strategies for designing immersive learning environments, engage in technology development, and conduct research that informs future design iterations. Key features of the development model are described in detail and developers’ reflections are shared. Recommendations for those interested in engaging similar endeavors are provided.

The article deals with the introduction of multimedia in the foreign language classroom. There are some recommendations for people who are directly involved in the educational context and those who are interested in integrating multimedia computers in their undertakings. У статті розглядається проблема впровадження мультимедіа на заняттях з іноземної мови. Є деякі рекомендації для людей, які беруть безпосередню участь в освітньому контексті і тих,хто зацікавлений в інтеграції мультимедіа у сфері своєї професійної діяльності.

У статті розглядається роль вчителя іноземної мови в мультимедійному середовищі. Є деякі рекомендації для людей, які беруть безпосередню участь в освітньому контексті і тих,хто зацікавлений в інтеграції мультимедіа у сфері своєї професійної діяльності. The article deals with the role of a foreign language teacher in the multimedia environment. There are some recommendations for people who are directly involved in the educational context and those who are interested in integrating multimedia computers in their undertakings.