I. the lesson, their performances will be farther successfully

I.
Definition of PowerPoint and PowerPoint Presentation   

The process of learning
and teaching English has been remarkably innovated since the application of
educational technology strikingly increased. We can admit that PowerPoint is
one of the most common tools used in the field of EFL/ESL teaching. In a world
where students are becoming more and more dependent on technology, it is
out-of-date to continue utilizing traditional methods; instead, the use of technology,
particularly PowerPoint in education system is inevitable.  It brings enormous changes in centredness,
atmosphere and experiences of the classroom, which is beneficial for both the teacher
and students. It is obvious that the more active students are in learning
environment, the more interested they are. Once students are motivated to the
lesson, their performances will be farther successfully achieved than
expectation. As a result, the goal of teaching is obtained at the same time.

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According to Gomes
(2007), PowerPoint was created by Robert Gaskins, the visionary entrepreneur in
1987, and then mainly developed by Dennis Austin (Nguyen, 2011). Nouri and
Shahid (2008) defined PowerPoint as one of the media created primarily for the preparation
of business slides. In company with the rapid development of the age of
technology, PowerPoint is advanced with images, videos inserted, sound effects,
animated transition and the like, so it can be extensively used for educational
purposes. Radanov (2008) claimed that “PowerPoint may be a form of presentation
software that allows one to indicate colored text and pictures with easy
animation and sound” (p.48). With PowerPoint, the teacher can use materials
to create a different presentation compared with using traditional methods
though the content of the lessons still stays the same. The lectures are
presented professionally and the teachers can communicate their ideas as well
as draw students’ attention more effectively thanks to visual aids.

II.
The role of PowerPoint Presentation in teaching English          

It can be seen that the
positive role of PowerPoint in the field of education is undeniable. The
pedagogical benefits of PowerPoint as well as its effects on students’
performance, skills development, self-efficacy and the like have been proved by
numerous studies (Rajabi & Ketabi, 2012; Ling, Ming, Tong & Jin, 2013; Lari,
2014; Mahmoudzadeh, 2014).

Recently, one good
example is the study by Moghadam and Talafian (2015). The researchers wanted to
determine how well grammar presentation with power point affects EFL students’
grammatical knowledge and interest. The experimental group consisted of 32 male
students attending 10-section class which were taught with PowerPoint while
other 32 male students in the control group studied with traditional way. In
line with some previous studies, the results revealed that students, in
general, absorbed the use of PowerPoint in English class with a positive
attitude. Also, the results showed the students’ recognition for the
effectiveness of PowerPoint on their learning, particularly they could follow
and understand the lessons easily. Moghadam and Talafian believed their
research would have a contribution to better understanding of the use of PowerPoint
in high schools, design and development of PowerPoint presentations.

The effect of PowerPoint
presentations on grammar learning of EFL learners can also be found in Akhlaghi
and Zareian’s (2015) study. This findings duplicated the impacts of PowerPoint on
students’ learning because these showed that students who were exposed to PowerPoint
presentations were more successful than those in traditional lectures after the
instruction.

III.
Some studies on learners’ attitudes toward using PowerPoint Presentation in
English classes           

To investigate MA Iranian students’ attitudes towards PowerPoint
presentation, Tabatabaei and Bandari (2012) carried out study in which 60 MA
freshmen students were distributed two sets of questionnaires in order to
collect data regarding the learners’ course-related behavior attitudes towards
using PP in class and elicit the learners’ overall perceptions and attitudes
towards evaluating the effectiveness of their instructor’s performance. It was
hypothesized that computer-mediated PowerPoint presentation did not have any effect on learners’
course-related behavior (attendance, class discussion, note-taking) and their
attitudes towards their instructor’s performance as well. The findings of the
study revealed that although some desirable features of the PowerPoint classes are highly appreciated, the
instructor was not evaluated favorable in PowerPoint classes. The reason could be “the
instructor’s board use is one of the noticeable characters of an active
teacher, according to the students’ point of view” (Tabatabaei & Bandari,
2012).

Mohsenzadeh, Marzban and Ebrahimi
(2014) conducted a survey on randomly – selected 40 Iranian EFL undergraduate
learners varying from 18 to 21 years old in order to find out their attitudes
concerning the use of PowerPoint presentation in teaching and learning at
university. The interpretation of data from questionnaires indicated that the
majority of learners have a positive attitude toward their instructors’
teaching applying PowerPoint presentation. Influenced by the specific context
where technology is not widely used in teaching and learning, these learners
consider PowerPoint presentation as a source of motivation. They stated that PowerPoint
presentation not only facilitates their learning but also brings them more joy.

The results of the
study undertaken by Kahraman, Çevik and Kodan (2010) support this finding. The
students stated that it was more beneficial to use PowerPoint presentation
because of its interest. The parallel results were also determined in another
study which investigated 35 third year students in the Foreign Language
Education Department at Middle East Technical University. Ozaslan and Maden (2013)
attempted to examine the issue of the PowerPoint presentation usage in language
classrooms. Positive attitudes could be recognized through students’ responses.
They appreciated the good effects of PowerPoint presentation on helping them
follow and convey the lessons; however, they suggested the teacher integrate PowerPoint
presentation into the lessons with the participation of students.

Nguyen (2011) examined
students’ attitudes towards PowerPoint presentations in the English lectures in
the context of second language learning classroom. A survey was carried out on
the students’ attitudes involving classrooms observations and a thorough
questionnaire for one class of English proficiency course. The results indicated
that students favor PowerPoint presentations over traditional teaching style
.It has also been suggested that students had more positive attitudes towards
PowerPoint presentations, lectures and PowerPoint presenters.

Lately, another study (Dashtestani,
2013) also undertaken in the context at university aimed to evaluate students’
perspectives on the use of PowerPoint presentations in English for academic
purpose (EAP) instruction. With the data gathered from both questionnaires and
interview, the researcher found out that most EAP students raised awareness of
the benefits and the necessity of power point presentation usage in EAP
courses. In addition, the preferences in genre and structure of PowerPoint
slides students’ concerning about teacher’s technology competence were shed
light on their responses.

Recently, a study by Abdellatif
(2015) raised the question of whether or not the use of power point enhanced
students’ participation and what their perceptions of using PowerPoint in the
English class were. Forty high school students who had never been exposed to the
extensive use of PowerPoint in the classroom before participated in the EFL
classroom over six – session period with the application of power point. The
positive results showed the increase in the level of students’ engagement.
Besides, students considered power point as a source of motivation, learning,
excitement and attraction.  

V.
Conclusion

In conclusion, in spite
of being originated from the field of business, PowerPoint presentation has
become a common-place practice in educational discipline, especially in EFL/ESL
teaching and learning process. Having existed for many years, the pedagogical
benefits of PowerPoint presentation are fully exploited. Accordingly, this
powerful tool has transformed English education into a new stature. PowerPoint
presentation not only supports the teacher to present language instruction in
an easy and effective way, attract and sustain students’ attention but also
assists students to grasp and interpret the difficult ideas and interact more
highly in the classroom (Alkash & Al-Dersi, 2013). Students are objects
that are affected directly in this transformation. Therefore, many previous and
present studies have been carried out to examine their attitudes toward the use
of PowerPoint presentation in English classrooms. The majority of the results
found that students regarded the PowerPoint presentation using as an indispensable
alteration and had positive attitudes toward it. PowerPoint presentation has
threaded its way through elementary schools to university levels; however,
there is still little attempt to provide insight into high school students’
attitudes toward the use of PowerPoint presentation. This gap needs taking into
consideration in the future research.