English language teaching In the Internet-assisted environment. Issues in the use of the web as a teaching medium

Jarosław Krajka

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ISBN/ISSN:

978-83-227-2726-3

DOI:

Wydawnictwo:

Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej

Rok wydania:

2007

Liczba stron:

345

XML:ISBN/ISSN:

ONIX MARC21

Bibliografia:

Krajka, Jarosław. English language teaching In the Internet-assisted environment. Issues in the use of the web as a teaching medium. Red. . Lublin: Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej, 2007, 345 s. ISBN 978-83-227-2726-3

Bibliografia refWorks:

RT Book, Whole

SR Electronic(1)

A1 Krajka, J.

T1 English language teaching In the Internet-assisted environment. Issues in the use of the web as a teaching medium

PB Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej

PP Lublin

YR 2007

SN 978-83-227-2726-3

Bibliografia BibTex:

@Book{ 43383, author = "Krajka, Jarosław", editor = "", title = "English language teaching In the Internet-assisted environment. Issues in the use of the web as a teaching medium", publisher = "Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej", year = "2007", address = "Lublin", isbn = "978-83-227-2726-3" }

Bibliografia endNote:

TY - BOOK

AU - Krajka, Jarosław

ED -

TI - English language teaching In the Internet-assisted environment. Issues in the use of the web as a teaching medium

PB - Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej

CY - Lublin

PY - 2007

SN - 978-83-227-2726-3

ER -

Netografia (standard APA):

Krajka, Jarosław. English language teaching In the Internet-assisted environment. Issues in the use of the web as a teaching medium [baza danych online] Lublin: Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej, 2007 [dostęp: 05 07 2024]. Dostęp w Ibuk Libra: https://libra.ibuk.pl/reader/english-language-teaching-in-the-internet-assisted-environment-issues-jaroslaw-krajka-43383.

internet, glottodydaktyka, Computer-Assisted Language Learning, EFL, foreign language teaching, curriculum development, nauczanie języków obcych wspomagane komputerowo, tworzenie programu nauczania, nauczanie języków obcych

The present work deals with the notion of the Internet as a teaching medium, describing extensively various aspects of the teachinig process, such as available Internet-based activity formats (chapter 1), tools for possible use in an Internet clas...

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ISBN/ISSN:

978-83-227-2726-3

DOI:

Wydawnictwo:

Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej

Rok wydania:

2007

Liczba stron:

345

XML:ISBN/ISSN:

ONIX MARC21

ACKNOWLEDGEMENTS1
ABBREVIATIONS USED5
INTRODUCTION13
CHAPTER ONE. WEB-BASED ACTIVITY FORMATS19
1.1. Treasure hunts (scavenger hunts)20
1.1.1. Definition and typology20
1.1.2. Benefits and drawbacks of implementing treasure hunts in language teaching22
1.1.3. Constructing treasure hunts23
1.2. Virtual field trips (telefield trips)24
1.2.1. Definition and characteristics24
1.2.2. Types of virtual fieldtrips27
1.2.3. The rationale for incorporating virtual fieldtrips in the language classroom28
1.2.4. Designing and running teacher-made virtual fieldtrips29
1.3. Keypal exchanges32
1.3.1. Keypal activities vs. traditional exchanges32
1.3.2. Implementations of keypal exchanges in the foreign language classroom34
1.3.3. Starting a keypal exchange35
1.3.4. Preparing and running an exchange37
1.3.5. Developing an exchange into a larger-scale project39
1.3.6. Pitfalls to avoid in conducting language-oriented keypal exchanges41
1.4. Other interpersonal exchange activities42
1.4.1. Variations of interpersonal exchange activities42
1.4.2. Arguments for the introduction of interpersonal exchange activities in the foreign language curriculum45
1.4.3. Applications of interpersonal exchange activities45
1.4.4. Creating and implementing an interpersonal exchange activity46
1.5. WebQuests49
1.5.1. Definition49
1.5.2. A taxonomy of WebQuests and WebQuest tasks51
1.5.3. Reasons for including WebQuests in language instruction52
1.5.4. Selecting and designing WebQuests54
1.5.5. Running a WebQuest lesson56
1.6. Online research modules57
1.6.1. The characteristics of online research modules57
1.6.2. Creating online research modules60
1.7. Online simulations61
1.8. Other Internet-based activity structures63
Chapter Two. Reference Tools in the Internet - Assisted Classroom65
2.1. Online reference tools for strategy training66
2.1.1. Online dictionaries: typology and features66
2.1.2. Reference tools for ESP: specialised dictionaries, glossaries and terminology databanks69
2.1.3. Mono- and bilingual glossaries as an element of teacher resourcing70
2.1.4. A general dictionary expandable with downloadable modules71
2.1.5. Modes of dictionary access72
2.1.6. Online resourcing - a proposal for strategy training74
2.2. Corpora and concordancing in the language classroom80
2.2.1. Corpora - definitions and taxonomies81
2.2.2. Promoting learning skills with corpus consultation procedures83
2.2.3. Obstacles to the use of concordancing in the language classroom84
2.2.4. Implementing concordancing in the language instruction85
2.2.5. Concordancing tools for the language classroom89
Chapter Three. Communication Tools for the Internet - Assisted Classroom93
3.1. Blogging for EFL - using blogs to enhance language learning94
3.1.1. Definition of blogs94
3.1.2. General characteristics of blogs95
3.1.3. Blog types97
3.1.4. Blogs in teaching English as a foreign language100
3.2. A wikiwiki classroom - real-time interactive tools in teaching writing102
3.2.1. Defining wikis102
3.2.2. The origins and development of the "Wiki Movement"104
3.2.3. The rationale for wiki use in a foreign language writing programme105
3.2.4. The procedure for building one's own wiki Ill109
3.2.5. Problems and solutions to wiki use109
3.3. MOOs and Virtual Reality110
3.3.1. MOOs - definition and historical background110
3.3.2. Arguments for the use of MOOs in language learning112
3.3.3. Problems in the classroom use of MOO114
3.3.4. Examples of Educational MOOs (EduMOOs)116
3.3.4.1. SchMOOze University (http://schmooze.hunter.cuny.edu:8888)117
3.3.4.2. Diversity University (http://www.du.org)118
3.3.4.3. Tapped In (http://www.tappedin.org)118
3.3.5. Guidelines for successful implementation of MOOs in the language classroom119
3.3.6. From text-based reality to multimedia virtual reality121
3.4. Computer conferencing in the blended classroom124
3.4.1. Defining and characterising computer conferencing124
3.4.2. The rationale for the incorporation of computer conferencing in the language classroom126
3.4.3. Applications of real-time conferencing in foreign language teaching128
3.4.4. Classroom conferencing problems and drawbacks130
3.4.5. Preparing a foreign language classroom for computer conferencing132
3.4.6. Conferencing in the classroom - technological solutions133
Chapter Four. Teaching Language Skills in the Internet - Based Environment139
4.1. Web-assisted listening comprehension140
4.1.1. The characteristics of listening instruction in the blended learning environment140
4.1.2. Online listening materials143
4.1.3. Digital video in the foreign language classroom148
4.1.4. Text-to-Speech technology in developing listening comprehension skills150
4.1.5. Authoring listening materials153
4.1.6. Internet-mediated listening activities156
4.2. Developing reading skills in the Internet-mediated classroom158
4.2.1. General consideration of the reading instruction158
4.2.2. Types of online reading materials160
4.2.3. The reading instruction in the Internet-assisted environment163
4.2.3.1. Pre-reading activities163
4.2.3.2. While-reading activities and the use of reference tools164
4.2.3.3. Post-reading productive work166
4.2.4. Internet-based reading activities168
4.2.5. Electronic authoring of reading materials171
4.3. Developing writing skills in the blended learning context172
4.3.1. The rationale for Web-based writing instruction173
4.3.2. The approaches to teaching writing online175
4.3.2.1. Writing as a process175
4.3.2.2. Writing as a product176
4.3.2.3. Writing as a collaborative activity178
4.3.2.4. Writing as a follow-up to Internet-based activities179
4.3.3. Facilitating writing with computer tools180
4.3.4. Computer applications in the writing classroom182
4.3.4.1. Emailing183
4.3.4.2. Webpublishing184
4.3.5. Examples of Web-based writing activities187
4.3.4.3. Electronic portfolios187
4.4. Developing speaking skills in the Web-based environment189
4.4.1. Web-based communicative teaching and Project-oriented CALL (PrOCALL)190
4.4.2. Internet-mediated communicative tasks191
4.4.3. Approaches to Internet-assisted speaking instruction194
4.4.3.1. The Web as input for speaking activities194
4.4.3.2. Online materials as models for the development of speaking skills196
4.4.3.3. Computer-Assisted Classroom Discussion198
4.4.4. Developing and delivering computer presentations200
4.4.5. Internet-based speaking lesson plans204
4.5. Web-based pronunciation teaching207
4.5.1. The Web-based learning environment and the development of pronunciation skills207
4.5.2. Phases of pronunciation teaching in the Web-enhanced classroom209
4.5.2.1. Discrimination209
4.5.2.2. Presentation213
4.5.2.3. Practice216
4.5.2.4. Production218
4.5.3. Online pronunciation teaching220
Chapter Five. Developing an Internet - Based Component to Supplement Coursebook Teaching223
5.1. The motivation for the curricular innovation224
5.2. The curricular contexts227
5.2.1. Public language education227
5.2.2. ESP instruction at the tertiary level229
5.3. The process of adapting, designing and evaluating the curriculum231
5.3.1. Conceptualising the curriculum231
5.3.2. The procedure of creating the Internet-based curricular supplement233
5.3.3. Anticipating problems235
5.4. Sample curriculum products237
5.4.1. The Internet-based general English component237
5.4.2. The Internet-based English for Specific Purposes component243
Chapter Six. Organising and Managing the Web-Based Classroom247
6.1. Learner skills248
6.1.1. Computer skills249
6.1.2. Web skills250
6.1.3. Language skills251
6.1.4. Learner training251
6.2. Teacher skills253
6.2.1. Technical skills253
6.2.2. Other skills254
6.2.3. Opportunities for self-study ICT teacher training255
6.2.4. A proposal for a pre-service ICT teacher training system261
6.2.4.1. Issues of content selection261
6.2.4.2. Distribution of training in the foreign philology curriculum263
6.3. Technological requirements266
6.3.1. Lab access, layout and organisation266
6.3.2. The Internet connection270
6.3.3. Software272
6.3.4. Hardware and system requirements276
6.4. Adding a Web presence to the classroom - from a class website to a Learning Management System279
6.4.1. The rationale for a Web presence in a language course279
6.4.2. Designing teacher websites280
6.4.3. Using a Web-based classroom assistant (Nicenet)282
6.4.4. Setting up a dedicated discussion group to enhance a course284
6.4.5. Managing Web-based instruction with a Learning Management System286
6.5. Running an Internet lesson290
6.5.1. Teacher roles in the Web-based classroom290
6.5.2. Maintaining discipline in the Web-assisted environment292
General conclusions295
References299
Appendices319
Appendix 1. Examples of Internet-based activity formats319
Appendix 2. Online reference tools324
Appendix 3. Sample computer conferencing resources326
Appendix 4. Internet-based lesson plans328
Summary343

•ComeAlong:Shadowothersastheytraveleitherphysicallyorcognitively,perhaps

communicatingbrieflyintheprocess.

•Collaborate:Workwithremotelylocatedotherstorealizeacommongoal.

Foley(2004)comparesvirtualfieldtripstoanotherpopularWeb-basedactivity,namely

WebQuests,pointingoutthatbothdrawmuchoftheirinformationfromexistingWeb

resources,aretypicallydesignedtomakeeffectiveuseofalearner'stimefocusingon

usinginformationratherthansearchingtheWeb,canbeflexiblyusedtoserveavariety

ofeducationalgoalsandarepubliclyavailable.Ontheotherhand,virtualfieldtrips,

unlikeWebQuests,arenotlimitedtobeinginquiry-oriented,arepresentedintheformof

apackagesoftwareapplicationprovidedwithbuilt-innavigationandorientationcontrol

panelorintheformofaseriesofwebpages.Foranexampleofavirtualfieldtripabout

creatingvirtualfieldtrips,seeDevelopingVirtualFieldTrips(http://www.field-trips.org/

develop.htm);foralargeamountoftelefieldtripsrelatingtodifferentdisciplines,see

Appendix1below;forcollectionsofannotatedlinkstovirtualfieldtripsindifferent

disciplines,seeSteele-Carlin(2001/2002)andLuzonMarco(2001b).

AccordingtoSommerville(1999),thefollowingrequirementsforasuccessful

educationaltelefieldtripshouldbemet:

•theactivityistobecementedinreality(reallocation,people,time)whichis

uniqueandbeyondtheordinaryreachoflearners,notnecessarilymeaningremote

places,butmoreimportantlyuniqueaccess(e.g.,ajourneythroughacitysewer);

•theactivityistobewell-prepared,withwell-resourcedteachingprogrammeleading

uptoitandwithwell-researchedtopics;

•thereshouldbefamiliarityandunderstandingoftheremoterealityamongstudents;

•theactivityneedstobegroundedinastronginformationbaseandinteraction

withrealpeopledoingrealthings;

•technologiesthatmaketheexperiencepossibleneedtobetransparent.

LuzonMarco(2001b)addsthatasuccessfultelefieldtripshouldbequestion-driven

andhaveaclearlystatedobjectivesothatitcanbeseenasapurposefulandoutcome-

evaluatedactivity.Also,studentsoughttobegivenstep-by-steptaskstoaccomplish

duringthefieldtrip,withafieldtripworksheetstatingtheobjectiveanddescribingtasks

learnersaretocompletedistributedanddiscussedbeforethecomputerworkbegins.

Duringtheactivity,learnerscouldbedividedintogroups,witheachgroupresponsible

forresearchingoneaspect,wherethetasksfunctiontofocusstudents'browsingbut

theyshouldbegivenenoughfreedomtochoosewhattheywanttoseeinthevisit.

Mostimportantly,accordingtoLuzonMarco(2001b),theinformationcollectedduring

thefieldtripshouldbeexploitedinsomeoff-linefollow-upexercises.

Lengel(2003a)observesthatvirtualfieldtripsareofgreatusefordifferentclassroom

contextsduetotheirflexibility:evenaone-computerclassroomcanhostavirtualfield

trip,withthewholeclasstakingthetriptogether,beingledalongthepathandputthe

appropriatequestionsastheyviewtheobjectsonthedisplay.Ontheotherhand,with

morefavourabletechnicalconditions,onequestionmaybeassignedtoeachgroup,

eachtakingitsturnatthecomputertofollowthepathandanswerthequestions.

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