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\title{Current Status of Multimedia Materials in Departments and Institutions of AMU Aligarh}
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             \author[1]{Md Imtiyaz  Alam}

             \affil[1]{  Aligarh Muslim University}

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\date{\small \em Received: 15 December 2019 Accepted: 3 January 2020 Published: 15 January 2020}

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\begin{abstract}
        


This study aimed to know the current status of existing multimedia materials in the multimedia language labs in departments and institution of Aligarh Muslim University. A survey questionnaire was applied to collect data and analysed by using SPSS software version- 17. Moreover, questionnaire was only distributed among the students and teachers group who are using multimedia materials for learning English language and teachers who are teaching them in the Multimedia lab with the integration of technology. The study was led during the session 2016- 2017 academic years. This paper is one the chapters of Ph.D thesis submitted for award of the degree of doctor of philosophy.

\end{abstract}


\keywords{multimedia materials (MMM), ESL, technology, communication.}

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\let\tabcellsep& 	 	 		 
\section[{Introduction}]{Introduction}\par
nglish language teachers of Aligarh Muslim University, Aligarh have the responsibility of teaching English language learners in the classroom according to the prescribed syllabus or booklet. But the irony is that the syllabus and text books do not cover all language components. So, English language teaching (ELT) in the classroom only emphasizes certain components of the language. There are some components of language not covered in the syllabus, such as correct pronunciation, vocabulary, paralinguistic features, and activity based teaching. And another related issue is that limited periods have been allocated for the language class. English language teachers mainly focus on reading and writing and listening and speaking skills are less emphasised in the classroom. These are the drawbacks of the situation for students to learn and practice the language in the classroom. Limited time of class, fear of making mistakes and limited classroom practice are the cause of lack of confidence among the students in using the target language. The language learner requires more learning experiences, student and teacher interaction and increase number of periods for developing English language proficiency in the classroom.\par
In the context of Aligarh Muslim University large classrooms are one of the major problems in teaching and learning the English language, because in such an environment healthy interaction is not possible between teachers and students. However, this shortcoming can be compensated by the use of multimedia inside and outside the English language classroom. Moreover, some ESL students are completely dependent on their lectures, language learning materials, and classroom tasks. Students might have undesirable attitudes and opinions towards multimedia materials (written as MMM henceforth) and may be unaware about the benefits of MMM for language learning. So, they might be indifferent towards the use of MMM and lack motivation to learn the target language themselves with the use of multimedia technology.\par
In Aligarh Muslim University at present, multimedia language labs have been installed in the Zakir Hussain Engineering College, Multimedia Lab Department of English and Multimedia Lab in the Department of Linguistics and many smart classrooms have been established for special lectures, presentations, for debates and discussions intended to provide knowledge from across the globe, to enhance language, soft skills, personality development of students, and encourage innovative research and teaching skills with the use of multimedia technology.\par
However researchers have observed that the traditional method of English language classroom teaching and learning can no longer effectively fulfil the communicative needs of the students for language teaching and learning (Richards \& Rodgers, 2014).\par
The term multimedia is basically taken from the Latin word "Multum" and "medium" which denotes the composite of different media contents  {\ref (Syed, 2008)}. Vaughan remarked that "multimedia is any combination of text, sound, animation, and video delivered by computer or other electronic or digitally manipulated means. It is a woven combination of digitally manipulated text, photographs, graphic art, sound, animation, and video elements"  {\ref (Vanghan, 2008)}.\par
Simply speaking the meaning of multimedia is that with the help of the computer, information can be presented by means of audio, video, and animation.\par
Multimedia materials (MMM) are all that sort of technical equipment which helps us to exchange information in a greater sense. It transforms information into knowledge which is a process of activating the cognitive schemas of students and increases the power of human senses. This transformation may gain numerous forms, right from digitalized images to virtual reconstructions, from simple text to hiper-texts which allow bringing changes in the tool according to the requirements of students. 
\section[{II.}]{II.}\par
Statement Wise Analysis of MMM in Departments and Institutions of AMU  
\section[{CURRent statUs oF MMM In DePt. anD InstItUtIons}]{CURRent statUs oF MMM In DePt. anD InstItUtIons}\par
The multimedia lab is well established for developing English language in your institution/department.\par
Source: Researchers' calculation based on primary data The purpose of this statement is to know the condition of multimedia language lab in different faculties and Departments of AMU, Aligarh. Students and teachers who are involved in the teaching learning process of English language in the language lab, 59\% students and 41.7\% teachers reported that a wellestablished English language lab exists in the respective Department for language learning. Yet, 29.8\% students and 45\% teachers responded negatively and 11.2\% students and 13.3\% teachers are responded: "can't say". So research findings revealed that well established multimedia lab exist but not up to the mark for many teachers and students, it still needs to improved and fulfil the objectives of multimedia language lab.  The main objective of this statement is to know the place of multimedia materials and lab work mentioned in the English language syllabus. The Table (7.3) and Figure  {\ref (7.3)} show that only 32\% student and 33.3\% teachers responded that language lab activities and tasks are mentioned in the prescribed syllabuses.\par
But majority of teacher and students reported that language lab activities are not clearly mentioned in the syllabus, 9\% students and 3\% teachers responded "can't say". Therefore, syllabus designers and authorities should take it in to their consideration. The multimedia lab is well equipped with internet connectivity.\par
Source: Researchers' calculation based on primary data  {\ref Figure 1.4} The majority of students and teachers reported that the multimedia lab is well equipped with internet connectivity. Yet, 36.9\% students and 40.7\% teachers responded that proper internet facilities are not available in the language lab and 15.8\% students and 13.3\% teachers responded that they "can't say". So, the responsible authorities should ensure efficient internet connection in the language lab.  
\section[{CURRent statUs oF MMM In DePt. anD InstItUtIon}]{CURRent statUs oF MMM In DePt. anD InstItUtIon}\par
The majority of the teachers are familiar with the use of MMM in the class as well as outside the class Source: Researchers' calculation based on primary data  {\ref Figure 1.5} The main objective of this statement is to identify the skills and level of familiarity with technology among the teachers. A good presenter requires skills for operating technology in the classroom. In the Table (7.5) and Figure (7.5), 49.3\% students and 36\% teachers reported that most of the teachers are familiar with the use of multimedia technology in the classroom and outside the class. But, 29.8\% students and 58\% teachers responded that they are not well versed with the latest technology in the language classroom. So, authorities should take this problem in their notice.  The purpose of this statement is to know the availability of listening and speaking skill based materials in the respective Departments of Aligarh Muslim University. A good language lab is well equipped with language teaching materials. In the Table (7.7) and Figure (7.7), 42.6\% students and 13.3\% teachers are satisfied with currently available listening and speaking materials in the multimedia lab. But 35.8\% students and 66.7\% teachers are not satisfied with present materials in the language lab. It shows that available materials are not enough for the teachers and students of Aligarh Muslim University. In short, shortage of materials or unsatisfactory materials is major problems and this is the matter of concern at the administrative level and it should be addressed.  
\section[{CURRent statUs oF MMM In DePt. anD InstItUtIon}]{CURRent statUs oF MMM In DePt. anD InstItUtIon}\par
The intention of the above statement is to know the availability of writing skill based materials in the different language lab of the university. A modern multimedia language lab equipped with computer technology and latest language software has the potential to train students and give quality language task. In the Table (7.9) and Figure (7.9), 34.6\% students and 13.3\% teachers are satisfied with currently available writing materials in the multimedia lab. Yet, 30.6\% students and 66.7\% teachers are responded that present materials in the language lab do not fulfil the needs of the students and staff. It indicates that existing materials are not enough for the teachers and students of Aligarh Muslim University. In brief, lack of writing materials is a major problem. It should be taken into consideration by the authorities. Prescribed books are available for learning English language with the integration of MMM  
\section[{comn).}]{comn).}\par
A book is one of the significant components of the teaching and learning process, in the absence of it, one cannot imagine good education. In the Table (7.10) and Figure (7.10), 32.3\% students and only 11\% teachers reported that prescribed books are available online for learning English language. On the hand, 37.3\% students and 69\% teachers responded, books are not prescribed for learning the English language with the integration of technology and 30.6\% students and 20\% teacher responded they "can't say". Results show that majority of the teachers and students do not have access to books on ESL/EFL with technology. So the authorities of the institutions should take it in their notice. There are enough numbers of computers for all the students.\par
Source: Researchers' calculation based on primary data Whereas 39.6\% students and 70.3\% teachers reported that the number of computers is not sufficient for students to use. Findings of the data revealed that majority of the students and teachers are not satisfied with existing number of computer in their Language Lab. The lab attendant is trained to handle the equipment Source: Researchers' calculation based on primary data Figure \hyperref[fig_2]{1}.12 "Confidence comes from discipline and training" (Robert Kiyosaki, n.d, Quotes,). Similarly, a teacher can be confident with the help of proper teacher training, guidance and observation. In the Table (7.12) and figure (7.12), 30.6\% students and teachers replied that language lab attendant is well trained to handle the modern technology. But, 57.5\% students and 73.3\% teachers reported that in the English language lab attendant is not trained for the assigned work and 11.9\% students and 6.7\% teachers replied "can't say". The result shows majority of the language lab attendant is not trained for the allotted work. So, the authorities should train their human resources who are working in the language lab. Well-trained teachers are assigned for teaching English with the use of MMM.\par
Source: Researchers' calculation based on primary data Figure \hyperref[fig_2]{1}.13 "It's all to do with training: you can do a lot if you are properly trained" (Queen Elizabeth II, online Quotes). In the table (7.13) and figure (7.13) 53.7\% students and 20\% teachers responded well-trained teachers are assigned to teaching English language with the application of multimedia materials.\par
On the contrary, 32.8\%students and 73\% teachers stated that well-trained teachers are not appointed for teaching English language in the multimedia lab, 13.5\% students and 7\% teachers can't say.\par
It implies that well-trained English language teachers should be appointed in the English language lab and regular training programmes should be conducted for the teachers through which they can update their skills. hardware are available in the language lab. Whereas 41\% students and 74\% teachers stated that sufficient language software materials are not accessible in the language lab and 17.2\% students and 4.7\% teachers responded they "can't say". The result shows that the majority of the teachers and students responded that in the language lab software and hardware materials are insufficient for the effective teaching-learning process. Therefore, multimedia language lab should be upgraded from time to time through which students and teachers will connect with the latest development in the field of language teaching. Therefore, it implies that teacher should include innovative and interesting activities through which students a motivated to attend the language classroom. According to Lev Vygotsky "the most significant moment in the course of intellectual development, which gives purely human forms of practical and abstract intelligence, occurs when speech and practical activity, two previously completely independent lines of development, converge".\par
Tests or exams are conducted through the use of MMM.\par
Source: Researchers' calculation based on primary data  {\ref Figure 1.16} The majority of 63.3\% students and 68.3\% teachers reported in the table (7.16) and figure (7.16) that English language tests or exams are conducted through multimedia technology in the language lab. Whereas among 28.8\% students and 18.3\% teachers responded that tests or exams are not conducted through multimedia technology. Results show that tests are conducted in the language lab but still needs to involve all the students in such tests. 
\section[{III. Conclusion and Recommendations}]{III. Conclusion and Recommendations}\par
A combined understanding is needed to make out clear that really multimedia technology is good source of teaching materials and it can be used to achieve other National goal. Our country and society have existed intelligently, soundly and happily without the use of multimedia technology for many years and still practicing it. Bust now days, recent technology has become the demand of the hour, to use multimedia technology as a potential instrumental to full fill other human, cultural, social, economic and political purposes.\par
The use information communication technology (ICT) has been emphasised in the National policy on educational framework in 1986 and modified in 1992 emphasized using educational technology to promote the quality of teaching and learning process which had already included in the XII th Five Year Plan (2012-2017) to improve the quality of higher education system in India which is implemented by the University Grant Commission (UGC).\par
But in between, the planning commission of India which used to draft the five year plans had been dissolved and its place the NITI Ayog or National institution for Transforming India has taken the responsibility. So, NITI Ayog may take time to put \begin{figure}[htbp]
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 \begin{figure}[htbp]
\noindent\textbf{13}\includegraphics[]{image-3.png}
\caption{\label{fig_1}Figure 1 . 3}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{1}\includegraphics[]{image-4.png}
\caption{\label{fig_2}Figure 1}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{}\includegraphics[]{image-5.png}
\caption{\label{fig_3}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{111}\includegraphics[]{image-6.png}
\caption{\label{fig_4}Figure 1 . 11 "}\end{figure}
   \begin{figure}[htbp]
\noindent\textbf{11} \par 
\begin{longtable}{P{0.3674812030075188\textwidth}P{0.287593984962406\textwidth}P{0.038345864661654135\textwidth}P{0.05432330827067669\textwidth}P{0.10225563909774435\textwidth}}
Participants\tabcellsep \multicolumn{4}{l}{A multimedia lab or language lab exists in our institution / department}\\
MMM user students\tabcellsep Can't say\tabcellsep No\tabcellsep Yes\tabcellsep Total respondents\\
\tabcellsep 5\tabcellsep 3\tabcellsep 126\tabcellsep 134\\
\tabcellsep 3.7\%\tabcellsep 2.3\%\tabcellsep 94\%\tabcellsep 100\%\\
MMM user Teachers\tabcellsep 0\tabcellsep 0\tabcellsep 14\tabcellsep 14\\
\tabcellsep 0\%\tabcellsep 0\%\tabcellsep 100\%\tabcellsep 100\%\\
\multicolumn{5}{l}{A multimedia lab or language lab exists in our institution/department}\end{longtable} \par
 
\caption{\label{tab_0}Table 1 . 1}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{1} \par 
\begin{longtable}{P{0.1749097472924188\textwidth}P{0.027617328519855593\textwidth}P{0.4234657039711191\textwidth}P{0.04602888086642599\textwidth}P{0.06444043321299639\textwidth}P{0.10740072202166064\textwidth}P{0.006137184115523466\textwidth}}
\multicolumn{2}{l}{120}\tabcellsep \tabcellsep \tabcellsep \\
\multicolumn{2}{l}{100}\tabcellsep \tabcellsep \tabcellsep \tabcellsep 94\tabcellsep 98\\
\tabcellsep 80\tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep 60\tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep 40\tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep 20\tabcellsep 3.7\tabcellsep \tabcellsep 2.3\\
TOTAL\tabcellsep 0\tabcellsep Can't say\tabcellsep \tabcellsep no\tabcellsep yes\\
Participants\tabcellsep \tabcellsep \multicolumn{4}{l}{The multimedia lab is well established for developing English language in your institution/department.}\\
\multicolumn{2}{l}{MMM user students}\tabcellsep Can't say\tabcellsep No\tabcellsep Yes\tabcellsep Total respondents\\
\tabcellsep \tabcellsep 15\tabcellsep 40\tabcellsep 79\tabcellsep 134\\
\tabcellsep \tabcellsep 11.2\%\tabcellsep 29.8\%\tabcellsep 59\%\tabcellsep 100\%\\
\multicolumn{2}{l}{MMM user Teachers}\tabcellsep 2\tabcellsep 6\tabcellsep 6\\
\tabcellsep \tabcellsep 13.3\%\tabcellsep 45\%\tabcellsep 41.7\%\tabcellsep 100\%\end{longtable} \par
 
\caption{\label{tab_1}Table 1 .2}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{}
\end{longtable} \par
 
\caption{\label{tab_2}NUMBER OF STUDENTS AND TEACHERS IN PERCENTAGE}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{13} \par 
\begin{longtable}{P{0.19948979591836735\textwidth}P{0.38596938775510203\textwidth}P{0.06505102040816327\textwidth}P{0.06938775510204082\textwidth}P{0.13010204081632654\textwidth}}
Participants\tabcellsep \multicolumn{4}{l}{Language lab activities and tasks are mentioned in the syllabus clearly}\\
MMM user students\tabcellsep Can't say\tabcellsep No\tabcellsep Yes\tabcellsep Total respondents\\
\tabcellsep 12\tabcellsep 79\tabcellsep 42\tabcellsep 134\\
\tabcellsep 9\%\tabcellsep 32\%\tabcellsep 59\%\tabcellsep 100\%\\
MMM user Teachers\tabcellsep 1\tabcellsep 9\tabcellsep 4\tabcellsep \\
\tabcellsep 3\%\tabcellsep 63.7\%\tabcellsep 33.3\%\tabcellsep 100\%\end{longtable} \par
  {\small\itshape [Note: Language lab activities and tasks are mentioned in the syllabus clearly Source: Researchers' calculation based on primary data]} 
\caption{\label{tab_3}Table 1 . 3}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{14} \par 
\begin{longtable}{P{0.23884297520661157\textwidth}P{0.16859504132231404\textwidth}P{0.11942148760330579\textwidth}P{0.11239669421487604\textwidth}P{0.21074380165289255\textwidth}}
MMM user students\tabcellsep Can't say\tabcellsep No\tabcellsep Yes\tabcellsep Total respondents\\
\tabcellsep 21\tabcellsep 50\tabcellsep 63\tabcellsep 134\\
\tabcellsep 15.8\%\tabcellsep 36.9\%\tabcellsep 47.3\%\tabcellsep 100\%\\
MMM user Teachers\tabcellsep 2\tabcellsep 5\tabcellsep 7\tabcellsep \\
\tabcellsep 13.3\%\tabcellsep 40.7\%\tabcellsep 46\%\tabcellsep 100\%\end{longtable} \par
 
\caption{\label{tab_4}Table 1 . 4}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{15} \par 
\begin{longtable}{P{0.16024590163934424\textwidth}P{0.4389344262295082\textwidth}P{0.06618852459016393\textwidth}P{0.07315573770491803\textwidth}P{0.11147540983606558\textwidth}}
Participants\tabcellsep \multicolumn{4}{l}{The majority of the teachers are familiar with the use of MMM in the class as well as outside the class}\\
MMM user students\tabcellsep Can't say\tabcellsep No\tabcellsep Yes\tabcellsep Total respondents\\
\tabcellsep 28\%\tabcellsep 40\%\tabcellsep 66\%\tabcellsep 134\\
\tabcellsep 20.9\%\tabcellsep 29.8\%\tabcellsep 49.3\%\tabcellsep 100\%\\
MMM user Teachers\tabcellsep 1\tabcellsep 8\tabcellsep 5\tabcellsep 14\\
\tabcellsep 5\%\tabcellsep 58.3\%\tabcellsep 36. \%7\tabcellsep 100\%\end{longtable} \par
 
\caption{\label{tab_5}Table 1 . 5}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{1} \par 
\begin{longtable}{P{0.85\textwidth}}
.6\end{longtable} \par
  {\small\itshape [Note: Source: Researchers' calculation based on primary dataFigure 1.6    Source: Researchers' calculation based on primary data]} 
\caption{\label{tab_6}Table 1}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{18} \par 
\begin{longtable}{P{0.23120000000000002\textwidth}P{0.1632\textwidth}P{0.11560000000000001\textwidth}P{0.12239999999999998\textwidth}P{0.2176\textwidth}}
MMM user students\tabcellsep Can't say\tabcellsep No\tabcellsep Yes\tabcellsep Total respondents\\
\tabcellsep 32\tabcellsep 46\tabcellsep 56\tabcellsep 134\\
\tabcellsep 23.9\%\tabcellsep 34.3\%\tabcellsep 41.8\%\tabcellsep 100\%\\
MMM user Teachers\tabcellsep 4\tabcellsep 8\tabcellsep 2\tabcellsep 14\\
\tabcellsep 33.3\%\tabcellsep 53.3\%\tabcellsep 13.4\%\tabcellsep 100\%\end{longtable} \par
  {\small\itshape [Note: Source: Researchers' calculation based on primary dataFigure 1.8   ]} 
\caption{\label{tab_7}Table 1 . 8}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{19} \par 
\begin{longtable}{P{0.20259067357512953\textwidth}P{0.361139896373057\textwidth}P{0.07487046632124351\textwidth}P{0.07927461139896373\textwidth}P{0.13212435233160622\textwidth}}
Participants\tabcellsep \multicolumn{4}{l}{Enough writing materials are available in the multimedia lab}\\
MMM user students\tabcellsep Can't say\tabcellsep No\tabcellsep Yes\tabcellsep Total respondents\\
\tabcellsep 47\tabcellsep 41\tabcellsep 46\tabcellsep 134\\
\tabcellsep 35.1\%\tabcellsep 30.6\%\tabcellsep 34.6\%\tabcellsep 100\%\\
MMM user Teachers\tabcellsep 3\tabcellsep 9\tabcellsep 2\tabcellsep \\
\tabcellsep 20\%\tabcellsep 66.7\%\tabcellsep 13.3\%\tabcellsep 100\%\end{longtable} \par
  {\small\itshape [Note: Enough writing materials are available in the multimedia labSource: Researchers' calculation based on primary data Figure1.9]} 
\caption{\label{tab_8}Table 1 . 9}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{1} \par 
\begin{longtable}{P{0.24285714285714283\textwidth}P{0.15714285714285714\textwidth}P{0.10714285714285714\textwidth}P{0.11428571428571428\textwidth}P{0.22857142857142856\textwidth}}
MMM user students\tabcellsep Can't say\tabcellsep No\tabcellsep Yes\tabcellsep Total respondents\\
\tabcellsep 41\tabcellsep 50\tabcellsep 43\tabcellsep 134\\
\tabcellsep 30.6\%\tabcellsep 37.3\%\tabcellsep 32.1\%\tabcellsep 100\%\\
MMM user Teachers\tabcellsep 3\tabcellsep 9\tabcellsep 2\tabcellsep 14\\
\tabcellsep 20\%\tabcellsep 69\%\tabcellsep 11\%\tabcellsep 100\%\end{longtable} \par
 
\caption{\label{tab_9}Table 1 .}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{1} \par 
\begin{longtable}{P{0.24083333333333332\textwidth}P{0.15583333333333332\textwidth}P{0.1275\textwidth}P{0.11333333333333333\textwidth}P{0.2125\textwidth}}
MMM user students\tabcellsep Can't say\tabcellsep No\tabcellsep Yes\tabcellsep Total respondents\\
\tabcellsep 13\tabcellsep 53\tabcellsep 68\tabcellsep 134\\
\tabcellsep 9.7\%\tabcellsep 39.6\%\tabcellsep 50.7\%\tabcellsep 100\%\\
MMM user Teachers\tabcellsep 1\tabcellsep 10\tabcellsep 3\tabcellsep \\
\tabcellsep 6.7\%\tabcellsep 70.3\%\tabcellsep 23\%\tabcellsep 100\%\end{longtable} \par
 
\caption{\label{tab_10}Table 1 .}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{1} \par 
\begin{longtable}{P{0.18407643312101912\textwidth}P{0.12452229299363056\textwidth}P{0.09745222929936306\textwidth}P{0.08662420382165606\textwidth}P{0.35732484076433124\textwidth}}
\tabcellsep \tabcellsep \tabcellsep \tabcellsep 41\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep Volume XX Issue XI Version I\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep G )\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep (\\
MMM user students\tabcellsep Can't say\tabcellsep No\tabcellsep Yes\tabcellsep Total respondents\\
\tabcellsep 16\tabcellsep 77\tabcellsep 41\tabcellsep 134\\
\tabcellsep 11.9\%\tabcellsep 57.5\%\tabcellsep 30.6\%\tabcellsep 100\%\\
MMM user Teachers\tabcellsep 1\tabcellsep 10\tabcellsep 3\tabcellsep 14\\
\tabcellsep 6.7\%\tabcellsep 73.3\%\tabcellsep 20\%\tabcellsep 100\%\end{longtable} \par
 
\caption{\label{tab_11}Table 1 .}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{1} \par 
\begin{longtable}{P{0.24285714285714283\textwidth}P{0.15\textwidth}P{0.11428571428571428\textwidth}P{0.11428571428571428\textwidth}P{0.22857142857142856\textwidth}}
MMM user students\tabcellsep Can't say\tabcellsep No\tabcellsep Yes\tabcellsep Total respondents\\
\tabcellsep 18\tabcellsep 44\tabcellsep 72\tabcellsep 134\\
\tabcellsep 13.5\%\tabcellsep 32.8\%\tabcellsep 53.7\%\tabcellsep 100\%\\
MMM user Teachers\tabcellsep 1\tabcellsep 10\tabcellsep 3\tabcellsep 14\\
\tabcellsep 7\%\tabcellsep 73\%\tabcellsep 20\%\tabcellsep 100\%\end{longtable} \par
 
\caption{\label{tab_12}Table 1 .}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{1} \par 
\begin{longtable}{P{0.20578947368421052\textwidth}P{0.35342105263157897\textwidth}P{0.07605263157894737\textwidth}P{0.08052631578947368\textwidth}P{0.13421052631578947\textwidth}}
\tabcellsep \tabcellsep .14\tabcellsep \tabcellsep \\
Participants\tabcellsep \multicolumn{4}{l}{Sufficient language software and hardware are available.}\\
MMM user students\tabcellsep Can't say\tabcellsep No\tabcellsep Yes\tabcellsep Total respondents\\
\tabcellsep 23\tabcellsep 55\tabcellsep 56\tabcellsep 134\\
\tabcellsep 17.2\%\tabcellsep 41\%\tabcellsep 41.8\%\tabcellsep 100\%\\
MMM user Teachers\tabcellsep 1\tabcellsep 10\tabcellsep 3\tabcellsep \\
\tabcellsep 4.7\%\tabcellsep 74\%\tabcellsep 21.3\%\tabcellsep 100\%\end{longtable} \par
 
\caption{\label{tab_13}Table 1}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{1} \par 
\begin{longtable}{P{0.2196629213483146\textwidth}P{0.31994382022471907\textwidth}P{0.08117977528089887\textwidth}P{0.07640449438202247\textwidth}P{0.15280898876404495\textwidth}}
Participants\tabcellsep \multicolumn{4}{l}{MMM activities are used for all the skills.}\\
MMM user students\tabcellsep Can't say\tabcellsep No\tabcellsep Yes\tabcellsep Total respondents\\
\tabcellsep 21\tabcellsep 58\tabcellsep 55\tabcellsep 134\\
\tabcellsep 15.7\%\tabcellsep 43.3\%\tabcellsep 41\%\tabcellsep 100\%\\
MMM user Teachers\tabcellsep 2\tabcellsep 7\tabcellsep 5\tabcellsep 14\\
\tabcellsep 13.3\%\tabcellsep 53.3\%\tabcellsep 33.4\%\tabcellsep 100\%\end{longtable} \par
 
\caption{\label{tab_14}Table 1 .15}\end{figure}
 			\footnote{© 2020 Global Journals Current Status of Multimedia Materials in Departments and Institutions of AMU Aligarh} 		 		\backmatter   			 \par
everything in place the new setup of UGC, before employing or leading forward from where the objective of National Mission on use of ICT policy (2012) in higher education has left it.\par
The researcher is hoping that the "Digital India" initiatives by the Hon'ble Prime Minister Mr. Narendra Modi will be able to facilitate the integration of multimedia technology into the l classroom in general and in the language classroom in particular. All Universities and colleges at least the Universities of National Importance and College of Excellence status, after visit of the National Assessment and Accreditation Council (NAAC) A+ accreditation level and other educational institutions must train their teachers, staff and restore multimedia language labs and organise soft skill activities for student and teachers whenever possible, even the existing syllabus does not required it. 			  			  				\begin{bibitemlist}{1}
\bibitem[Elsom-Cook ()]{b3}\label{b3} 	 		 			M Elsom-Cook 		.  		\textit{Principles of interactive multimedia},  				 (London)  		2001. McGraw Hill.  	 
\bibitem[Cook ()]{b2}\label{b2} 	 		\textit{Second language learning and language teaching},  		 			V Cook 		.  		2008. Hodder Education. London.  	 
\bibitem[Lantolf (ed.) ()]{b4}\label{b4} 	 		\textit{Socio cultural Theory: A unified approach to L2 learning and teaching},  		 			P J Lantolf 		.  		J. Cummins \& C. Davison. (ed.)  		2007.  	 	 (International) 
\bibitem[Albirini ()]{b0}\label{b0} 	 		‘Teachers' attitudes toward information and communication technologies: The case of Syrian EFL teachers’.  		 			A Albirini 		.  	 	 		\textit{Computers \& Education}  		2006. 47  (4)  p. .  	 
\bibitem[Betrancourt (ed.) ()]{b1}\label{b1} 	 		\textit{The animation and interactivity principles in multimedia learning},  		 			M Betrancourt 		.  		R. E. Mayer (ed.)  		2005. New York: Cambridge University Press.  	 	 (The Cambridge Handbook of Multimedia Learning) 
\end{bibitemlist}
 			 		 	 
\end{document}
