The Korean education system has had the problem of over emphasizing English grammar created by the examination driven education system has long been identified. Many researchers in EFL teaching have been concerned with finding ways of making students more motivated and so they can better acquire practical English skills.
One educational tool that has been put forth to help address these motivational weakness of the current system is educational technology.
Educational technology’ potential to jumpstart motivation is not limited to EFL education and Rakes, Fields, and Cox(2006) outline many of the key issues. To begin with, educators have put a lot of effort with overcoming the typical problem of instructional practices. In other words, teachers have their own trials and true practices that they find it hard to give up for new technologies. What this reluctance to adopt new methods often results in is "whole, dynamic learning experiences, but rather with limited, arbitrary activities" (p. 411) Certainly we know this to be the case in far too many Korean EFL classrooms. Moreover, the lack of "adequate contextual support with opportunities for students to apply what they are taught" (p. 411) that Rakes, Fields, and Cox complain about is also often found in Korean EFL. An additional problem that Korea shares with the rest of the Rakes, Fields, and Cox’s situation is the"lack of focus on higher-order thinking skills because of an emphasis on standardized testing"-matching one of the most common complaints about the Korean educational system. Fortunately, some research has indicated ways forward from these test-focused and inauthentic classrooms. Hwang (2005) found that "input of teaching approaches that are pegged to learners’ levels and interests naturally increases their sensitivity and competence in the target language" (p. 1). Similarly, Schcolnik and Kol (1999) contend that " computer applications are now being used in many school disciplines and changing teaching methodologies throughout the curriculum" (p. 1) and such is also the case in Korea. Their features make a powerful and flexible product for creating custom lessons.
The demand of technology has been increasing rapidly nowadays but they should reach to many students in order to be more effective. "Multi-media and technological lessons can be for students to be more motivated and interested" quoted by Zengin (2007). The use of technology in the EFL classrooms can make students concentrate more on the class. Additionally, there is another study integrating multimedia technology in high school program conducted by Mayora,C(2006.April) " the advantages of multimedia technology in EFL programs and adds that using multimedia increases students‘ interest in the classroom" Likewise, multimedia technology in EFL classroom is even helpful for older students. While looking at the screen or using computer in the classroom, younger students can participate in their class more than before. Therefore, teachers try to use visual effects such as online magazines, newspapers as authentic materials that are necessary for students.
In a study conducted by Harmer (2007) points out that student can become active and dynamic learners by means of online education and also mentions the importance of computer-based technological classrooms because they provide learners with unreachable and fascinating activities which attract and motivate them. Task differentiation is a useful tool: "technology provides a good opportunity to develop and create different and enjoyable tasks in the EFL classroom"( Bleichner, para 2). Finding ways to integrate different technological tools into classes has proven to be beneficial.
Technology can also motivate students and engages them in the skill of speaking, reading, listening and writing (as stated by Anderson and Speck, 2001). To support more the statement, adding effects color, graphics and sound encourage students to enhance the motivation of students to write and speak. Therefore, to use the effective technology helps to interact better between students and teachers. Above all things , to integrate technology into our EFL classrooms, it is important to consider such major factors as teachers’ attitudes, beliefs, willingness, and concerns, mentioned by Al-Mekhlafi (2004), Chen (2008) and Ertmer (1999). This paper gives an overview of potential benefits of using Power Point in an adequate English as a Foreign Language classroom.