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

Spis treści

ACKNOWLEDGEMENTS 1

ABBREVIATIONS USED 5

INTRODUCTION 13

CHAPTER ONE. WEB-BASED ACTIVITY FORMATS 19

1.1. Treasure hunts (scavenger hunts) 20

1.1.1. Definition and typology 20

1.1.2. Benefits and drawbacks of implementing treasure hunts in language teaching 22

1.1.3. Constructing treasure hunts 23

1.2. Virtual field trips (telefield trips) 24

1.2.1. Definition and characteristics 24

1.2.2. Types of virtual fieldtrips 27

1.2.3. The rationale for incorporating virtual fieldtrips in the language classroom 28

1.2.4. Designing and running teacher-made virtual fieldtrips 29

1.3. Keypal exchanges 32

1.3.1. Keypal activities vs. traditional exchanges 32

1.3.2. Implementations of keypal exchanges in the foreign language classroom 34

1.3.3. Starting a keypal exchange 35

1.3.4. Preparing and running an exchange 37

1.3.5. Developing an exchange into a larger-scale project 39

1.3.6. Pitfalls to avoid in conducting language-oriented keypal exchanges 41

1.4. Other interpersonal exchange activities 42

1.4.1. Variations of interpersonal exchange activities 42

1.4.2. Arguments for the introduction of interpersonal exchange activities in the foreign language curriculum 45

1.4.3. Applications of interpersonal exchange activities 45

1.4.4. Creating and implementing an interpersonal exchange activity 46

1.5. WebQuests 49

1.5.1. Definition 49

1.5.2. A taxonomy of WebQuests and WebQuest tasks 51

1.5.3. Reasons for including WebQuests in language instruction 52

1.5.4. Selecting and designing WebQuests 54

1.5.5. Running a WebQuest lesson 56

1.6. Online research modules 57

1.6.1. The characteristics of online research modules 57

1.6.2. Creating online research modules 60

1.7. Online simulations 61

1.8. Other Internet-based activity structures 63

Chapter Two. Reference Tools in the Internet - Assisted Classroom 65

2.1. Online reference tools for strategy training 66

2.1.1. Online dictionaries: typology and features 66

2.1.2. Reference tools for ESP: specialised dictionaries, glossaries and terminology databanks 69

2.1.3. Mono- and bilingual glossaries as an element of teacher resourcing 70

2.1.4. A general dictionary expandable with downloadable modules 71

2.1.5. Modes of dictionary access 72

2.1.6. Online resourcing - a proposal for strategy training 74

2.2. Corpora and concordancing in the language classroom 80

2.2.1. Corpora - definitions and taxonomies 81

2.2.2. Promoting learning skills with corpus consultation procedures 83

2.2.3. Obstacles to the use of concordancing in the language classroom 84

2.2.4. Implementing concordancing in the language instruction 85

2.2.5. Concordancing tools for the language classroom 89

Chapter Three. Communication Tools for the Internet - Assisted Classroom 93

3.1. Blogging for EFL - using blogs to enhance language learning 94

3.1.1. Definition of blogs 94

3.1.2. General characteristics of blogs 95

3.1.3. Blog types 97

3.1.4. Blogs in teaching English as a foreign language 100

3.2. A wikiwiki classroom - real-time interactive tools in teaching writing 102

3.2.1. Defining wikis 102

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 programme 105

3.2.4. The procedure for building one's own wiki Ill 109

3.2.5. Problems and solutions to wiki use 109

3.3. MOOs and Virtual Reality 110

3.3.1. MOOs - definition and historical background 110

3.3.2. Arguments for the use of MOOs in language learning 112

3.3.3. Problems in the classroom use of MOO 114

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 classroom 119

3.3.6. From text-based reality to multimedia virtual reality 121

3.4. Computer conferencing in the blended classroom 124

3.4.1. Defining and characterising computer conferencing 124

3.4.2. The rationale for the incorporation of computer conferencing in the language classroom 126

3.4.3. Applications of real-time conferencing in foreign language teaching 128

3.4.4. Classroom conferencing problems and drawbacks 130

3.4.5. Preparing a foreign language classroom for computer conferencing 132

3.4.6. Conferencing in the classroom - technological solutions 133

Chapter Four. Teaching Language Skills in the Internet - Based Environment 139

4.1. Web-assisted listening comprehension 140

4.1.1. The characteristics of listening instruction in the blended learning environment 140

4.1.2. Online listening materials 143

4.1.3. Digital video in the foreign language classroom 148

4.1.4. Text-to-Speech technology in developing listening comprehension skills 150

4.1.5. Authoring listening materials 153

4.1.6. Internet-mediated listening activities 156

4.2. Developing reading skills in the Internet-mediated classroom 158

4.2.1. General consideration of the reading instruction 158

4.2.2. Types of online reading materials 160

4.2.3. The reading instruction in the Internet-assisted environment 163

4.2.3.1. Pre-reading activities 163

4.2.3.2. While-reading activities and the use of reference tools 164

4.2.3.3. Post-reading productive work 166

4.2.4. Internet-based reading activities 168

4.2.5. Electronic authoring of reading materials 171

4.3. Developing writing skills in the blended learning context 172

4.3.1. The rationale for Web-based writing instruction 173

4.3.2. The approaches to teaching writing online 175

4.3.2.1. Writing as a process 175

4.3.2.2. Writing as a product 176

4.3.2.3. Writing as a collaborative activity 178

4.3.2.4. Writing as a follow-up to Internet-based activities 179

4.3.3. Facilitating writing with computer tools 180

4.3.4. Computer applications in the writing classroom 182

4.3.4.1. Emailing 183

4.3.4.2. Webpublishing 184

4.3.5. Examples of Web-based writing activities 187

4.3.4.3. Electronic portfolios 187

4.4. Developing speaking skills in the Web-based environment 189

4.4.1. Web-based communicative teaching and Project-oriented CALL (PrOCALL) 190

4.4.2. Internet-mediated communicative tasks 191

4.4.3. Approaches to Internet-assisted speaking instruction 194

4.4.3.1. The Web as input for speaking activities 194

4.4.3.2. Online materials as models for the development of speaking skills 196

4.4.3.3. Computer-Assisted Classroom Discussion 198

4.4.4. Developing and delivering computer presentations 200

4.4.5. Internet-based speaking lesson plans 204

4.5. Web-based pronunciation teaching 207

4.5.1. The Web-based learning environment and the development of pronunciation skills 207

4.5.2. Phases of pronunciation teaching in the Web-enhanced classroom 209

4.5.2.1. Discrimination 209

4.5.2.2. Presentation 213

4.5.2.3. Practice 216

4.5.2.4. Production 218

4.5.3. Online pronunciation teaching 220

Chapter Five. Developing an Internet - Based Component to Supplement Coursebook Teaching 223

5.1. The motivation for the curricular innovation 224

5.2. The curricular contexts 227

5.2.1. Public language education 227

5.2.2. ESP instruction at the tertiary level 229

5.3. The process of adapting, designing and evaluating the curriculum 231

5.3.1. Conceptualising the curriculum 231

5.3.2. The procedure of creating the Internet-based curricular supplement 233

5.3.3. Anticipating problems 235

5.4. Sample curriculum products 237

5.4.1. The Internet-based general English component 237

5.4.2. The Internet-based English for Specific Purposes component 243

Chapter Six. Organising and Managing the Web-Based Classroom 247

6.1. Learner skills 248

6.1.1. Computer skills 249

6.1.2. Web skills 250

6.1.3. Language skills 251

6.1.4. Learner training 251

6.2. Teacher skills 253

6.2.1. Technical skills 253

6.2.2. Other skills 254

6.2.3. Opportunities for self-study ICT teacher training 255

6.2.4. A proposal for a pre-service ICT teacher training system 261

6.2.4.1. Issues of content selection 261

6.2.4.2. Distribution of training in the foreign philology curriculum 263

6.3. Technological requirements 266

6.3.1. Lab access, layout and organisation 266

6.3.2. The Internet connection 270

6.3.3. Software 272

6.3.4. Hardware and system requirements 276

6.4. Adding a Web presence to the classroom - from a class website to a Learning Management System 279

6.4.1. The rationale for a Web presence in a language course 279

6.4.2. Designing teacher websites 280

6.4.3. Using a Web-based classroom assistant (Nicenet) 282

6.4.4. Setting up a dedicated discussion group to enhance a course 284

6.4.5. Managing Web-based instruction with a Learning Management System 286

6.5. Running an Internet lesson 290

6.5.1. Teacher roles in the Web-based classroom 290

6.5.2. Maintaining discipline in the Web-assisted environment 292

General conclusions 295

References 299

Appendices 319

Appendix 1. Examples of Internet-based activity formats 319

Appendix 2. Online reference tools 324

Appendix 3. Sample computer conferencing resources 326

Appendix 4. Internet-based lesson plans 328

Summary 343