cristina david - unknown

8/9/2019 Cristina David - Unknown

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UNIVERSITATEA “DUNĂREA DE JOS”, GALAŢIFACULTATEA DE LITERE

LUCRARE METODICO – ŞTIINŢIFICĂ PENTRUOBŢINEREA GRADULUI DIDACTIC I

Coordon!or "!##n$#%#&'Con%( dr( RU)ANDA BONTILĂ

Cnd#d!'Pro%( CRISTINA DAVID

G*$# +-


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UNIVERSITATEA “DUNĂREA DE JOS”, GALAŢIFACULTATEA DE LITERE

Co./0!1r A22#2!1d Ln3031 L1rn#n3En4#ron.1n!2'

T51or6 nd Pr&!#&1 #n !51 ESL C*22roo.

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Con!1n!2

Ar30.1n!………………………………………………………………….. 3General premises. Learning/Teaching context. Working hypotheses

Pr! On1' Ed0&!#on nd Co..0n#&!#on( T51or1!#&* I220121.1On communication………………………………………………… 71.2The management o success in the language class……………….......... 1!1.3 "e# technologies in the classroom…………………………….......... 1$1.! %omputer &ssiste' Language Learning (%&LL)……………………… 2*

1.* +irtual Learning ,n-ironment (+L,)……………………………….. 32

Pr! T7o' R121r&5 Too*2 nd !51 Ro.n#n Ed0&!#on* Con!18!2.1 &'-antages/isa'-antages o the omanian e'ucational context….......... 302.2 e-eloping stu'ents creati-ity in the +L,…………………………….!2.3 amples o resources create' or learning/ teaching -oca4ulary/ grammar....*72.! amples o resources create' or learning/ teaching ho# to 4etter rea'/listen

in/#rite.............................................................................................72

2.* %onsi'erations on stu'ents #ork. ,-aluation o results…………………01

Con&*02#on' To7rd2 N17 L#!1r&6…………………………………….0$

B#9*#o3r/56………………………………………………………………151

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ARGUMENT

G1n1r* Pr1.#212

The 6nternet has stea'ily 4een gaining importance as a -ital me'ium o

communication in acuiring kno#le'ge. &s such8 it has occurre' as the ma9or initiating

actor in changes in increasing 6%T (inormation an' communication technology) :

supporte' instruction. 6 such 6nternet:4ase' learning is to 4e optimi;e'8 proiciency in

oreign languages8 primarily ,nglish < is reuire'8 or 4oth aca'emic an' proessional

purposes. %on-ersely8 the pre-alence o the 6nternet acilitates oreign language

acuisition8 oten 4y integrating language skills.

=pon entering the 21st century the #orl' seems to ha-e also em4arke' upon a

ra'ically 'ierent stage < as #ell as rate < o 'e-elopment8 4oth technologically an'

linguistically speaking. 6n his latest pro-ocati-e report on the uture o ,nglish in the #ake

o recent 'ramatic changes in 'emographic an' economic tren's8 a-i' Gra''ol (255)

i'entiies inormation technology as another ma9or actor 'etermining this prooun'ly

'ierent reality. This eually applies to the glo4al state o aairs an' more speciali;e'

'omains8 such as e'ucation8 #here the -ery purpose o e'ucation has 4een re'eine'. 6n the

same report8 it is state' that the >the role o e'ucation in schools is no# seen as to pro-i'e

the generic skills nee'e' to acuire ne# kno#le'ge an' specialist skills in the uture. The

list o 4asic skills has thus come to inclu'e not only literacy an' numeracy8 4ut also

,nglish < no longer necessarily -ie#e' as a oreign language8 4ut rather as a tool or

acuiring ne# kno#le'ge < an'8 not surprisingly8 inormation technology.

O-er the last e# years8 an' perhaps e-en 'eca'es8 #e ha-e #itnesse' a ma9or

4reakthrough in 6%T8 #hich has 4ecome a conditio sine qua non in a -ast num4er o

areas o human en'ea-our8 inclu'ing e'ucation. 6%T has 4een implemente' in all the

'ierent types o e'ucation systems8 regar'less o ho# ormal or inormal they are. One o

the in'isputa4le 4eneits o 6%T is its a4ility to oster the mo'erni;ation an' re'einition o

the instruction process in general8 as #ell as acilitate the intro'uction o inno-ati-e

elements into the current teaching practice. ?o#e-er8 among the reuirements impose' 4y

6%T8 6nternet connection stan's out as a ma9or precon'ition. Without a po#erul an' ast

6nternet connection it is not possi4le to exploit the potential o this ne# resource 4ase' on

interacti-e materials an' -ast amounts o -i'eo an' au'io content.

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6t is the recognition o the nee' to >catch up #ith the rest o ,urope8 the 'esire or

increasing the li-ing stan'ar'8 as #ell as potential inancial gains in the gro#ing 6%T

market that ha-e 4een the 'ri-ing orce 4ehin' em4racing the current 6%T tren's.

6%T is currently one o the principal actors or 4asic assumptions o e:learning a huge role in ,nglishAs glo4al triumph. O#ing to 6T8 certain

con-entional parameters o communicati-e situations ha-e 4een remo'elle'.

L1rn#n3:T1&5#n3 Con!18!=ntil uite recently8 computer:assiste' language learning (%&LL) #as a topic o

rele-ance mostly to those #ith a special interest in that area. ecently8 though8 computers

ha-e 4ecome so #i'esprea' in schools an' homes an' their uses ha-e expan'e' so

'ramatically that the ma9ority o language teachers must no# 4egin to think a4out the

implications o computers or language learning. &lthough the integration o %&LL into a

1 Worl' ,conomic Borum (2557). The Global Information Technology Report 2006- 2007:et!or" Readiness Inde#$ at


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oreign language program can lea' to great anxiety among language teachers8 researchers

consistently claim that %&LL changes8 sometimes ra'ically8 the role o the teacher 4ut 'oes

not eliminate the nee' or a teacher altogether. 6nstea' o han'ing 'o#n kno#le'ge to

stu'ents an' 4eing the center o stu'ents attention8 teachers 4ecome gui'es as they

construct the acti-ities stu'ents are to 'o an' help them as stu'ents complete the assigne'

tasks. 6n other #or's8 instea' o 4eing 'irectly in-ol-e' in stu'ents constructions o the

language8 the teacher interacts #ith stu'ents primarily to acilitate 'iiculties in using the

target language (grammar8 -oca4ulary8 etc.) #hen interacting #ith the computer an'/or

other people. ,limination o a strong teacher presence has 4een sho#n to lea' to larger

uantity an' 4etter uality o communication. ?o#e-er8 teacher presence is still -ery

important to stu'ents #hen 'oing %&LL acti-ities. Teachers shoul' 4e amiliar enough

#ith the resources to 4e use' to anticipate technical pro4lems an' limitations. tu'ents

nee' the reassuring an' moti-ating presence o a teacher in %&LL en-ironments. "ot only

are they nee'e' 'uring the initial learning cur-e8 they are nee'e' to con'uct re-ie#

sessions to reinorce #hat #as learne'. ,ncouraging stu'ents to participate an' oering

praise are 'eeme' important 4y stu'ents. @ost stu'ents report that they preer to 'o #ork

in a la4 in a teachers or tutors presence rather than completely on their o#n. tu'ents8

too8 nee' to a'9ust their expectations o their participation in the class in or'er to use

%&LL eecti-ely. ather than passi-ely a4sor4ing inormation8 learners must negotiate

meaning an' assimilate ne# inormation through interaction an' colla4oration #ith

someone other than the teacher8 4e that person a classmate or someone outsi'e the

classroom entirely. Learners must also learn to interpret ne# inormation an' experiences

on their o#n terms. ?o#e-er8 4ecause the use o technology re'istri4utes teachers an'

classmates attention8 less:a4le stu'ents can 4ecome more acti-e participants in the class

4ecause class interaction is not limite' to that 'irecte' 4y the teacher. @oreo-er8 more shy

stu'ents can eel ree in their o#n stu'ent:centere' en-ironment. This #ill raise their sel:esteem an' their kno#le'ge #ill impro-e. 6 stu'ents are perorming colla4orati-e pro9ects

they #ill 'o their 4est to perorm it #ithin set time limits.

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omania has 4een ranke' **th in the comparati-e research pre-iously mentione'8 is to 4e

seen optimistically. omania is struggling to o-ercome the 4ureaucratic o4stacles an' line

up #ith the authentic ,uropean countries that ha-e strong an' #ell:'eine' e'ucational

policies aime' at a constant progress an' 'e-elopment o e'ucation.

&s a result8 a higher a#areness regar'ing the use o mo'ern technology in

e'ucation has 4een notice' lately. 6n 2550 the omanian @inistry o ,'ucation has

emphasi;e' the importance o gaining 'igital an' oreign language competences

(throughout upper secon'ary e'ucation mainly) 4y esta4lishing a ne# ormula or the

Eaccalaureate ,xam8 #hich starting 2515 inclu'es 'istinct e-aluations or these

competences.

tarting rom a general theoretical perspecti-e on %omputer &ssiste' Language

Learning ,n-ironments in the ,L classroom an' continuing #ith a more in:'epth analysis

o the omanian e'ucational context8 this stu'y inten's not only to i'entiy the true

e'ucational necessities o the omanian stu'ents in terms o ne# technologies 4ut also to

point out the huge a'-antages an' 4eneits o using them in the ,nglish language class.

The experiment #ill 4e con'ucte' on t#o parallel high school classes. With one o the

classes8 tra'itional teaching techniues #ill 4e use' or 'e-eloping rea'ing8 listening8

speaking an' #riting skills #hereas the stu'ents o the other class #ill 4e taught using ne#

technologies.

The paper is 'i-i'e' into t#o main sectionsC the irst part 'eals #ith the theoretical

issues o mo'ern e'ucation approache' rom the perspecti-e o a technologically ai'e'

communication #hereas the secon' part mainly ocuses on the research tools that ha-e

4een use' throughout the experiment carrie' out in a omanian high school. The irst part

starts #ith an emphasis on communication (its key role in the acuisition o a oreign

language an' a 4rie 'escription o many 'ierent communication strategies that might 4e

applie' in the ,BL class) an' continues #ith a presentation o the elements reuire' or asuccessul management o the class8 o ne# technologies that are no# a-aila4le to enhance

teaching/learning8 a 4rie history o %&LL an' en's #ith the ne#ly intro'uce' concept o

+irtual Learning ,n-ironment. The secon' part consists in the 'isplay o a corpus o 'igital

resource samples that #ere create' an' use' or the teaching/learning o -oca4ulary8

grammar8 rea'ing8 listening an' #riting in a #e4:4ase' en-ironment8 all o these samples

ha-ing 4een thoroughly 'escri4e' an' exempliie'. The secon' part closes #ith a e#

consi'erations on the stu'ents #ork an' an e-aluation o the results o the 'i'acticexperiment 'escri4e' in the paper. The research is conclu'e' #ith a plea or a ne# type o


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literacy meant to sho# that human kno#le'ge8 the criteria an' metho's #e use in our

inuiries/learning/teaching are all constructe'.

Pr! On1' Ed0&!#on nd Co..0n#&!#on(

T51or1!#&* I22012-(- On &o..0n#&!#on

6t is commonly accepte' no#a'ays that the a4ility to communicate is the primary

goal o oreign language learning (tern8 10$3F Wi''o#son8 10$3F Little#oo'8 10$!).

6nstea' o a cogniti-e process o learning language kno#le'ge8 ,BL learning is no# more

regar'e' as a process o acuiring linguistic an' communicati-e competences. These

competences8 as most contemporary linguists agree8 can 4e acuire' only through

linguistic an' communicati-e perormance8 namely8 the actual use o the languageH

(%homsky8 10*0C 2). &lthough 'ierent language teaching metho'ologies -ary greatly in

ho# to make actual use o the target language in or'er to achie-e the competences8 they8

in'ee'8 all recogni;e the primary importance o acti-e practice an' interactions in language

learning. Thereore8 ,BL class must ine-ita4ly 4e o a communicati-e nature. Eecause ,BL

learners oten lack the inormal linguistic en-ironmentH (Irahen8 107C 1*7) an' thus

ha-e little chance to use the target language in 'aily lie8 they ha-e to 'epen' entirely onclassroom acti-ities. Bor most o them8 the classroom is the only en-ironment in #hich

they can practise communication in the target language. o an ,BL teacher must 4ear in

min' that neither control nor 'iscipline 4ut setting a climate appropriate or learning in the

class is his most important task or classroom management. Little#oo' (10$!) has

i'entiie' the ollo#ing characteristics o an eecti-e ,BL learning en-ironmentC

1. The learner eels a strong communicati-e nee' #hen using the target language in the

class.2. &'euate opportunities are to 4e pro-i'e' or the learners to use the target language or

personal communication.

3. There shoul' 4e create' a relaxe' climate in the class so that learners en9oy participating

in the classroom acti-ities.

When the learner has a clear communicati-e nee' or the target language8 he is

most likely to learn the language spontaneously. ?e ten's to take acti-e part in all

classroom acti-ities an' make acti-e responses to the teachers instructions. o an ,BLclass shoul' 4e stu'ent:centere' rather than teacher:centere'. The teacher shoul' re'uce

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his talk to the minimum an' gi-e the stu'ents a'euate opportunities to practice upon

instruction an' pro'uce their o#n i'eas. ?o#e-er8 4ecause o his ina'euate

communicati-e competence8 the learner is likely to ha-e 'iiculty in relating to other

people. This oten causes the learner to eel anxious8 ner-ous an' constraine'. &s a result8

there may arise8 in the learners min'8 a ear or communication. 6n this case8 the learner

ten's to a-oi' personal communication #ith others8 an' takes language learning as

kno#le'ge stu'ying. o an eecti-e classroom en-ironment or ,BL learning must

contri4ute to a relaxe' atmosphere in #hich the stu'ents eel easy an' eager to in-ol-e

themsel-es into the classroom acti-ities. 6n or'er to pro-i'e stu'ents a stimulating

communicati-e en-ironment8 oreign language teachers nee' to 4e amiliar #ith 'ierent

theoretical approaches on communication strategies.

&s it is through communication that people sen' an' recei-e messages eecti-ely

an' negotiate meaning (u4in J Thompson8 100!)8 then the main goal o learning a

oreign language is to 4e a4le to communicate. "o#a'ays8 ho# to communicate eecti-ely

in Boreign Language Learning 4ecomes much more important than rea'ing an' #riting. &s

a result8 communication strategies ha-e turne' into a crucial topic or all oreign language

learners an' teachers.

%onsi'era4le research has 4een 'one on communication strategies8 as is the case o

Eialystok (1005)8 #ho comprehensi-ely analy;es communication strategies or secon'

language useF an' o ornyei (cite' in Ero#n8 2555)8 #ho outlines an explicit

classiication o communication strategies. &ccor'ing to Eialystok8 the amiliar ease an'

luency #ith #hich #e sail rom one i'ea to the next in our irst language is constantly

shattere' 4y some gap in our kno#le'ge o a secon' languageH. The orms o these gaps

can 4e a #or'8 a structure8 a phrase8 a tense marker or an i'iom. The attempts to o-ercome

these gaps are 'escri4e' as communication strategies (see Eialystok). Wen'en an' u4in

(10$7) state that learners #ho emphasi;e the importance o using the language oten utili;ecommunication strategies. Eesi'es8 O@alley an' %hamot (1005C !3) assert that

communication strategies are particularly important in negotiating meaning #here either

linguistic structures or sociolinguistic rules are not share' 4et#een a secon' language

learner an' a speaker o the target languageH. Bor this reason8 communication strategies8

#hich in-ol-e 4oth listening an' speaking8 can contri4ute greatly to BLL.

6n Eialystoks stu'y Communication Strategies (1005)8 there are presente' our

'einitions relating to the communication strategies o secon':language learnersC

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(1) %or'er (10$3)s 'einitionC a systematic techniue employe' 4y a speaker to express his

meaning #hen ace' #ith some 'iicultyF

(2) Tarone (10$3)s 'einitionC a mutual attempt o t#o interlocutors to agree on a meaning

in situations #here reuisite meaning structures are not share'F

(3) Baerch J Iasper (10$3)s 'einitionC potentially conscious plans or sol-ing #hat to an

in'i-i'ual presents itsel as a pro4lem in reaching a particular communicati-e goalF

(!) tern (10$3)s 'einitionC techniues o coping #ith 'iiculties in communicating in an

imperectly kno#n secon' language.

&ll the a4o-e 'einitions re-eal the same purpose o communication strategies8

namely8 to sol-e an emerge' communication pro4lem 4y applying some kin's o

techniues. &mong these8 %or'ers explanation seems to 4e more -isual an' pelluci' rom

the -ie#point o a non:nati-e speaker o ,nglish. The 'einitions 4y Baerch an' Iasper

an' tern also pro-i'e us speciic an' precise 'escriptions or communication strategies8

#hich reer to the employe' techniues #hen speakers ha-e pro4lems in expressing

themsel-es.

?a-ing consi'ere' the 'einitions o communication strategies8 6 #oul' like to

'ra# attention on ornyei (100*)s Taxonomy o %ommunication trategies8 #hich is also

cite' 4y Ero#n as a goo' example.

The t#o ramiications gi-en 4y ornyei re-eal t#o opposite 'irections in

communication. One is a-oi'ing an' the other is compensating. &-oi'ance strategies can

4e urther 4roken 'o#n into se-eral su4types8 such as phonological a-oi'ance8 syntactic or

lexical a-oi'ance an' topic a-oi'ance. These strategies may 4e an eecti-e #ay 4ut not a

4eneicial #ay or BLL stu'ents to learn a oreign language. &mong these8 topic a-oi'ance

may 4e the most reuent means that stu'ents ha-e e-er employe'. When aske' a speciic

uestion8 the stu'ent #ho 'oes not kno# the ans#er #ill 9ust keep silent a4out it an' lea'

to the occurrence o topic a-oi'ance.6n my experience8 most stu'ents can har'ly express their i'eas or ans#ers in a

lexi4le #ayF that is to say8 they presuma4ly ha-e not learne' to think in the oreign

language #hile speaking it. The reason ten's to 4e that they ha-e not acuire' 4asic

kno#le'ge o ,nglish an' they sel'om practice it. %ompensatory strategies8 on the other

han'8 in-ol-e compensation or missing kno#le'geH (Ero#n8 2555).

Burthermore8 ornyei outlines ele-en types o compensatory strategies in a -ery

comprehensi-e #ay8 #hich inclu'e circumlocution8 #or' coinage8 prea4ricate' patterns8appealing or help an' stalling or time:gaining strategies8 (ornyei8 100*). ome o them

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happen in a high reuency8 #hile others may sel'om occur (or instance the example o

oreigni;ingH8 #hich reers to using a L1 #or' 4y a'9usting it to L2 phonology an'/or

morphologyH ranks high #ith stu'ents).

@any other types o compensatory strategies are percei-e' to 4e commonly

applie'. ornyei states that people can ask or help 'irectly or in'irectly8 such as using a

rising intonation or a pause. &s ar as 6 am concerne'8 learners #ill 'irectly ask the nati-e

speaker a4out an unkno#n #or'8 or example8 What 'o you call this…K %innamonH.

With respect to circumlocution8 it can 4e range' to paraphrase strategy 4ecause it

in'icates8 as ornyei puts it8 the #ay o 'escri4ing or exempliying the target o49ect o

actionH. "onlinguistic signals apparently mean using soun' imitation an' postures8 such as

mime8 gesture8 an' acial expression. On occasion8 speakers #ill a'opt circumlocution as

#ell as nonlinguistic signals at the same time. Wor' coinage is usually pro'uce'

un#ittingly. ornyei claims that a speaker #ill simply create a non:existing L2 #or' #hen

he 'oes not kno# the exact one. The coinage o a single #or' may not 4e as common as

the in-ention o a phrase 4y the speaker. Through the com4ination o t#o possi4le #or's

#hich can 9ointly create a ne# meaning8 a non:existing phrase can 4e in-ente'. Lastly8

prea4ricate' patterns are 'escri4e' as the memori;e' stock phrases or sentences or

sur-i-al purposes. They are generally a'opte' 4y those stu'ious an' 'iligent language

learners. 6t is -ery common to notice that stu'ents rehearse typical sentences on a 4us or in

a park. rea4ricate' patterns can assist learners to reach their 4asis communication goal8

such as asking or 'irections or shopping. %ompare' #ith ornyeis8 Tarones taxonomy

seems to 4e simpler an' has more categories. 6n #hat ollo#s8 6 shall gi-e a summary o

Tarones typology8 ollo#e' 4y a contrasti-e 'iscussion on the t#o.

?ere is Tarone (1077)s typology o conscious communication strategiesC

1. &-oi'ance

(a) Topic a-oi'ance(4) @essage a4an'onment

2. araphrase

(a) &pproximation

(4) Wor' coinage

(c) %ircumlocution

3. %onscious transer

(a) Literal translation(4) Language s#itch

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!. &ppeal or assistance

*. @ime

Brom the a4o-e list #e can generali;e the similarities 4et#een ornyeis an'

Tarones typologies o communication strategies. 6t is the se-en types that they ha-e in

common8 #hich inclu'e message a4an'onment8 topic a-oi'ance8 circumlocution8

approximation8 #or' coinage8 literal translation an' appealing or help. @oreo-er8 they

explain the application o the se-en types in a similar #ay. To take an example8 concerning

approximationH8 Tarone explains it as the use o a single target language -oca4ulary item

or structure8 #hich the learner kno#s is not correct8 4ut #hich shares enough semantic

eatures….H (cite' in Eialystok)F an' ornyeis 'einition is using an alternati-e term

#hich expresses the meaning o the target lexical item as closely as possi4leH. ?o#e-er8

there are more 'ierences than similarities. On the 4asis o the 'ierentiation8 our o4-ious

'istinctions are summari;e' as ollo#sC

(1) =nlike ornyei8 Tarone 'oes not 'ierentiate communication strategies into t#o

opposite categoriesMa-oi'ance an' compensatory accor'ing to the conseuence o

communication. %on-ersely8 Tarone presents i-e ma9or typesC a-oi'ance8 paraphrase8

conscious transer8 appeal or assistance an' mime.

(2) ornyei presents three more types o compensatory strategies than Tarone8 #hich are

use o all purpose #or's8 prea4ricate' patterns an' stalling or time:gaining strategies. The

last t#o types are associate' positi-ely #ith the success o communication.

(3) 6n Tarones typology8 mime is a separate' category #hich is explaine' as all

non-er4al accompanimentsH (Tarone cite' in Eialystok8 1005)F #hile ornyei ranges mime

together #ith gesture8 acial expression an' soun' imitation to nonlinguistic signals

(ornyei cite' in Ero#n8 2555). 6n that case8 nonlinguistic signals (ornyei) pro-i'e

learners a more comprehensi-e 'escription than mime (Tarone).

6n 4rie8 the classiying criterion o ornyeis taxonomy is 4ase' on theconseuence o communication8 either success (compensatory strategies) or a4an'onment

(a-oi'ance strategies). 6n contrast8 Tarones classiication is much simpler #ith similar su4:

types place' in one category. ,-en though the latter seems to 4e typical an' explicit as

Eialystok states8 it may not 4e as systematic an' integrati-e as ornyeis.

To sum up8 communication strategies remain an important element in BLL.

%ompensatory strategies8 in particular8 #ill un'ou4te'ly promote learners communicati-e

competence. Teachers can play an important role in con-eying communication strategies tostu'ents an' there4y assisting them to practice the target language. Oxor' hol's that

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language learning strategies are tools or acti-e8 sel:'irecte' in-ol-ement8 #hich is

essential or 'e-eloping communicati-e competenceH (1005C 1). 6n accor'ance #ith this

statement8 it is highly recommen'e' that ,BL teachers teach learners communication

strategies so as to -alue ,nglish language learning in a more meaningul #ay. &part rom

that8 teachers shoul' also moti-ate learners to apply communication strategies as greater

moti-ation relates to higher reuencies o strategy use. &s supporte' 4y Oxor'8 highly

moti-ate' learners #ill a'opt a signiicantly greater range o appropriate strategies than

less moti-ate' learners 'oH. 6n a''ition8 an ,nglish:speaking en-ironment nee's to 4e

create' to the largest extent8 4ecause 4y continual exposure to natural con-ersation

stu'ents may learn through opportunities 4oth to hear more o the target language an' to

pro'uce ne# utterances to test their kno#le'ge.

Thereore8 in or'er to impro-e an' 'e-elop the stu'ents communicati-e a4ility in

real:lie situations8 more an' more teachers ha-e recently a'opte' the %ommunicati-e

Language Teaching (%LT) approach. The %LT approach highlights learnersA

communicati-e competence (?ymes8 1072)8 #hich is 'eine' as learnersA a4ility to

eiciently express #hat they mean in the target language an' successully achie-e

communication in real:lie situations (Light4o#n J pa'a8 1000F o#er8 2553). 6n or'er to

'o so8 learners not only nee' to acuire the linguistic 4ut also the pragmatic kno#le'ge o

the target language (?e'gcock8 2552). 6t is suggeste' that competence8 4oth linguistic an'

pragmatic8 is the kno#le'ge 'e-elope' an' acuire' through exposure an' use o the target

language. 6n other #or's8 #ithout suicient exposure nee'e' or learners to notice an'

acuire the language input an' chances to use the ne# kno#le'ge8 communicati-e

competence is not likely to 4e promote'.

rior to the %LT approach8 tra'itional approaches that ocus on structure an' orm

#ere preerre' in language classroomsF ho#e-er8 or their ailure to 'e-elop learnersA

communicati-e skills in the target language8 language teachers no# ha-e gra'uallyackno#le'ge' the strength o the %LT approach. The rationale o the %LT approach is that

the teacher shoul' act as a acilitator to create a stu'ent:centere' class an' engage learners

in authentic:like an' meaningul communication that reuires meaning negotiations8 #ith

the goal o increasing comprehensi4le language input or learners an' expect them to

generate more output. &lthough the %LT approach attempts to in-ol-e learners in more

authentic an' interacti-e learning tasks that promote 4oth comprehensi4le input an'

learnersA language output8 'ue to the nature o ace:to:ace interaction8 teachers still in' it

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challenging to exploit the approach an' maximi;e the learningF this is especially a true case

in ,BL classrooms.

?o#e-er8 #ith the a'-ent o computer:me'iate' communication (%@%)

technology8 #ays o communication an' learning ha-e 4een eiciently change' (Leh8

1000). Ey using %@% tools such as e:mails8 chat rooms8 'iscussion rooms8 -i'eo or au'io

conerence8 users #orl'#i'e can easily achie-e communication8 synchronously or

asynchronously8 #ithout 4oun'aries o time an' space. 6t is thereore propose' that %@%

can 4e use' to compensate the 'eiciency o interaction 4oth insi'e an' outsi'e o ,BL

classrooms.

Ey 4ringing %@% into language learning an' teaching8 the interaction pattern can

4e change'. roponents o %@% suggest that teachers can encourage greater amount o

interactions 4y using %@% tools 4oth insi'e an' outsi'e o the classroom. Learning is no

longer restraine' in time an' spaceF rather8 through the internet8 learners are oere'

opportunities to communicate an' learn colla4orati-ely #ith learners #orl'#i'e (hiel' J

Weininger8 255!). ,BL learners 'o not nee' to passi-ely listen to au'io tapes alone ater

classF through the use o the internet an' %@% tools8 they can easily participate in more

interactions 4y posting an' replying messages on 'iscussion 4oar's8 #riting an' replying

emails to their key pals8 or 9oining online chat rooms anytime #hen they eel comorta4le

or ha-e ree time. Learning 4ecomes a 2! hour process. This ne# #ay o learning that

engages learners in authentic social interactions can greatly expose learners to the ,nglish

language an' practice #hat they ha-e learne' in the classroom (Elake8 2555F %amp4ell8

255!).

The goal o integrating %@% into language learning is to expose learners to as

much language input as possi4le an' moti-ate them to 4e more autonomous in their

learning. &lthough language teachers are no longer the center o language classrooms8 to

maximi;e the eiciency o %@% in language learning8 teachers shoul' careully consi'er issues o ho# to 'esign learning tasks8 monitor learnersA learning8 an' e-aluate their

language progress. Eecause o insuicient authentic resources an' the nee' to use the

target language8 ,BL learners generally encounter 'iiculties 'e-eloping communicati-e

competence. &lthough %LT is no# 4eing gra'ually a'opte'8 'ue to many actors such as

the liniar eature o ace:to:ace interaction8 learnersA personality8 learning an' response

pace8 teachers in' it challenging to maximi;e interaction in tra'itional ,BL classrooms.

esearches on %omputer:&ssiste' Language Learning (%&LL) propose that theintegration o %@% into ,BL learning can pro-i'e learners #ith more authentic input an'

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more opportunities to participate in the target socio:cultural contextsF 4oth linguistic an'

pragmatic kno#le'ge can 4e promote'. @oreo-er8 moti-ation8 learner autonomy8 social

euality8 an' i'entity can also 4e encourage' through the use o %@% insi'e an' outsi'e o

the classroom. Burther research o #hether ,BL learnersA communicati-e competence can

4e ully 'e-elope' #ith the help o %@% tools still nee's to 4e 'oneF ho#e-er8 or ,BL

learners #ho 'esperately nee' more authentic exposure an' the opportunities to use the

kno#le'ge learne' in the classroom8 the use o computer me'iate' communication tools

4oth insi'e an' outsi'e o the classroom certainly can 4eneit the learning an' 'e-elop

learnersA communicati-e competence to a certain extent.

-(+ T51 .n31.1n! o% 20&&122 #n !51 *n3031 &*22

To 4e successul in teaching acti-ities8 classroom management takes a -ital part8 so

that teachers shoul' ha-e a #ell:planne' 'iscipline approach 4eore their teaching practice.

The classroom management plan reuires un'erstan'ing o 'ierent management theories

an' consi'erations o their o#n 4elies o stu'ents 'e-elopment (see ,'#ar's an' Watts8

255!).

tu'ents 'e-elopment theories an' classroom management mo'els8 accor'ing to

Ealson (10$2)8 coul' 4e classiie' into three categoriesM teacher:'irecte' approach8

colla4orati-e approach an' stu'ent:'irecte' approachMaccor'ing to ho# much relati-e

ree'om is gi-en to stu'ents an' ho# strong the po#er o control is applie' 4y teachers.

R1*!#41 Po71r

Teachers %ontrol @ixe' tu'ents &utonomy

D#2/*#n1 .od1*2

Eeha-iour @o'iication emocratic iscipline Teacher ,ecti-eness Training

&sserti-e iscipline %hoice Theory esponsi4le Thinking rocess

ositi-e Eeha-iour ain

Lea'ereship

Teacher:'irecte' &pproach %olla4orati-e &pproach tu'ent:'irecte' &pproach

T51or1!#&* B212

The teacher:'irecte' theory 4elie-es that human 4eha-iours can 4e promote' or reinorce' 4y the en-ironment stimulates8 so that stu'ents 4eha-ior 4e change' un'er the

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inluence o en-ironment con'itions8 such as re#ar's8 encouragements8 conseuences an'

punishments. Thereore8 teachers gi-e stu'ents little autonomy 4ecause they 'o not 4elie-e

that stu'ents are a4le to sel:monitor or sel:regulate a'euately. ?ence8 teachers8 as @artin

an' ear (1002) argue8 shoul' a'9ust the external con'itions to achie-e expecte'

4eha-iours only. One o the amous 'iscipline mo'els 4ase' on the teacher:'irecte' theory

is the asserti-e 'iscipline mo'el8 #hich gi-es teachers a system to set up their expectations

an' rules8 a-oi' negati-e 4eha-iours 4y negati-e conseuences an' reinorce preerre'

4eha-iours through re#ar's or encouragements. %anter (107)s mo'el 4uil's on se-eral

steps.

,sta4lishing positi-e stu'ent:teacher relationships is the irst step. Teachers nee' to

esta4lish goo' relationships #ith their stu'ents 4ase' on mutual trust an' respect in or'er

to make sure their expectations are met.

The next step is to clariy rules an' expectations. ules in class are mostly 4ase' on

teachers nee's8 an' they nee' to 4e clearly speciie' an' explaine'. & short list o rules is

preera4le rather than a long one since it is easier or stu'ents to un'erstan'8 remem4er an'

ollo#.

6t is also important to track mis4eha-iours8 #hich is to make sure their 'eman's are

met ater they clariie' their rules an' expectations. Throughout these steps8 stu'ents #oul'

kno# that their 4eha-iours are monitore' an' examine'. &ll ollo#ing re#ar's an'

conseuences are 4ase' on the o4ser-ation as #ell.

The three steps mentione' a4o-e is the 4asis o the asserti-e 'iscipline mo'el.

ositi-e conseuences must 4e constantly applie' to encourage 'esira4le 4eha-iours.

%olla4orati-e theory assumes that stu'ents 4eha-iours are inluence' rom 4oth

inner an' outer actors8 an' the purpose o their 4eha-iours is al#ays to satisy some nee's.

tu'ents #oul' like to control their o#n lie to meet their nee's8 so that they are a4le to

achie-e responsi4le sel:'etermination8 i teachers coul' oer appropriate gui'ance. 6nother #or's8 Glasser (10$!) sho#s8 teachers ha-e to teach stu'ents ho# to 4e responsi4le

an' allo# them to gain more sel:control o-er their 4eha-iours.

William Glassers choice theory is a amous mo'el 4ase' on the colla4orati-e

theory. 6t explains #hy an' ho# all humans 4eha-e8 that all 4aha-iours are 'ri-en 4y i-e

4asic nee's < sur-i-al8 4elonging8 po#er8 un an' ree'om. Teachers8 %harles (2552) tells

us8 nee' to teach stu'ents ho# to control their 4eha-iour in a #ay that they can satisy their

nee's8 an' mean#hile8 they 'o not 'epri-e others to satisy theirs.

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6n practice8 the theory inclu'es signiicant pre-ention components. Glasser (100)

suggeste' three types o classroom meetings to pre-ent 'iscipline pro4lemC social:

pro4lem:sol-ing meetings8 open:en'e' meetings an' e'ucational 'iagnosis meetings.

ocial:pro4lem:sol-ing meetings are ocuse' on class. They encourage stu'ents to

sol-e 'iscipline pro4lems rom class expectations. The 4eha-iours that the class in's

unaccepta4le are liste' through collecti-e 'iscussions. ?ere8 stu'ents gain a chance to

make 'ecisions to create their o#n classroom circumstance 4ase' on suicient inormation

#hich is pro-i'e' 4y teachers. 6t is a #ay o maximi;ing the satisaction in class. tu'ents

are also #elcome' to contri4ute to the rule ormulations8 conseuently8 stu'ents #oul' eel

more o4ligations to the class issues8 an' the classroom rules #oul' make more sense to

them as they also contain their o#n 'eterminations.

Open:en'e' meetings are use' to support regular curriculum8 in #hich stu'ents

coul' ask uestions rele-ant to their learning circumstance. &lso8 they encourage stu'ents

to a'-ise on the class operations in or'er to promote a more en9oya4le an' pro'ucti-e

learning en-ironment.

,'ucational 'iagnosis meetings are or stu'ents to e-aluate their aca'emic

achie-ements an' in' out the 4lin' si'e o their kno#le'ge. Teachers shoul' oer uality

teaching an' acti-ate stu'ents genuine moti-ation 4y locating their nee's an' interests. &s

Glasser (1003) states8 encouraging stu'ents to go through a process o sel:e-aluation8

impro-ement an' repetition coul' achie-e a 4etter #ork uality an' protect their sel:

esteem as #ell.

The stu'ent:'irecte' theory propoun's that stu'ents are capa4le o complete

rational sel:regulations8 since the 4lueprintH o their uture is alrea'y in them. tu'ents

#oul' gro# up naturally an' teachers role in this process is to promote their sel:gro#th

4y simply pro-i'ing con'itions.

& #ell:kno#n mo'el o the theory is the teacher eecti-eness training mo'el8#hich 4elie-es that stu'ents #ill make correct 'ecisions an' sol-e pro4lems #ith the

assistance rom parents an' teachers. The teacher eecti-eness training mo'el relies on the

goo' connection 4et#een teachers an' stu'ents8 #hich is 4ase' on goo' communication.

6n applying the teacher eecti-eness training mo'el to sol-e 'iscipline pro4lems8 irst o

all8 the pro4lem o#nership has to 4e locate'. Gor'on (107) makes the ollo#ing

estimationsC 6 stu'ents 4eha-iour causes pro4lems or the stu'ent only8 the stu'ent o#ns

the pro4lemF i stu'ents 4eha-iour causes no pro4lem or either teacher or the stu'ent8 no

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one o#ns a pro4lemF i stu'ents 4eha-iour causes pro4lems or teacher or other stu'ents8

teacher o#ns the pro4lem.

When teachers o#n the pro4lem8 they shoul' 'eal #ith stu'ents mis4eha-iours in a

positi-e8 non:a'-ersarial manner. =sually teachers may minimi;e or eliminate the

4eha-iour pro4lems 4y mo'iying the physical or psychological en-ironment. Eesi'es8

sen'ing stu'ent a conronti-e 6:message to clariy the pro4lem8 its eect an' the teachers

eeling is also a metho' to gain the stu'ents cooperation an' support. When a stu'ent

respon's to the 6:message in a resisting #ay8 the teacher nee's to shit gears rom an

asserti-e position to a listening position to reach an accepta4le solution 4y consi'ering the

stu'ents nee's an' eelings.

When stu'ents o#n the pro4lem8 they nee' a #ay to release the 'istressul eelings

an' emotions8 so that8 as a teacher8 9ust listening to their pro4lems #ill help a lot8 #hich

exhi4its a posture o #illingness to help the stu'ent. ome 4o'y mo-ements8 acial

expressions an' 'oor openers coul' sho# the teachers positi-e attitu'e an' promote the

con-ersation. Burthermore8 teachers shoul' a-oi' expressions such as gi-ing or'ers8

#arning8 preaching8 analy;ing8 lecturing an' critici;ing8 since these expressions #ill

restrain stu'ents #illingness o talking8 #hich #ill 4lock the communication roa' 4et#een

teacher an' stu'ent.

There are also some explicit strategies regar'ing the pre-ention o 'iscipline

pro4lems. Birstly8 pre-enting 6:message coul' 4e use' to mo'iy the possi4le

mis4eha-iours later an' recei-e 'esira4le uture support an' cooperation rom the stu'ents.

Then8 in or'er to achie-e a sae8 eicient an' harmony classroom8 rules o the class shoul'

4e set up 4y 4oth teacher an' stu'ents through 'iscussions. Eesi'es8 teachers shoul' share

the po#er an' 'ecision making #ith stu'ents to manage the class #ith the anticipation o

stu'ents. %onseuently8 stu'ents #ill ha-e more coni'ence an' sel:esteem in the class8

an' they are reuire' to 4eha-e more responsi4ly.The three approaches are essentially 'ierent in the cognition o stu'ents. The

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group o stu'ents an' school learning en-ironment coul' 4e consi'ere' to in' a suita4le

classroom management plan.

%lassrooms are social settingsF teaching an' learning occur through social

interaction 4et#een teachers an' stu'ents. &s teaching an' learning take place8 they are

complicate' processes an' are aecte' 4y peer:group relationships. The interactions an'

relationships 4et#een teachers an' stu'ents8 an' among stu'ents8 as they #ork si'e 4y

si'e8 constitute the group processes o the classroom.

Group processes are especially signiicant in t#enty:irst century schools. Group

pro9ects an' cooperati-e team#ork are the oun'ations o eecti-e teaching8 creati-e

curriculum8 an' positi-e classroom climate. Thus8 along #ith teaching aca'emic

curriculum8 teachers are expecte' to help stu'ents 'e-elop the attitu'es8 skills8 an'

proce'ures o 'emocratic community.

Teacher:stu'ent relationships pro-i'e an essential oun'ation or eecti-e

classroom managementMan' classroom management is a key to high stu'ent achie-ement.

Teacher:stu'ent relationships shoul' not 4e let to chance or 'ictate' 4y the personalities o

those in-ol-e'. 6nstea'8 4y using strategies supporte' 4y research8 teachers can inluence

the 'ynamics o their classrooms an' 4uil' strong teacher:stu'ent relationships that #ill

support stu'ent learning.

%lassroom management in the ,L / ,BL classroom can 4e challenging at times

4ecause o a num4er o -aria4les in ,nglish classroom management. ?o#e-er8 one key

element o classroom management remains the sameC the 'esire to communicate in

,nglish.

-(= N17 !1&5no*o3#12 #n !51 &*22roo.

Teaching stu'ents to 4e literate is a high e'ucational priority throughout the #orl'.

Though this area is one o the greatest priorities8 it is also one o the greatest challenges.

The classroom en-ironment has change' since many years ago. Teachers ace the

challenges o a large population #ho 'oes not speak ,nglish an' has high transient rates.

Bor this large population8 4ecoming proicient in a ne# language is a -ery 'iicult

transition. This process can 4e rustrating an' sometimes painul. tu'ents learning a ne#

language nee' as much language support as possi4le. Those #ho ha-e taught stu'ents

,nglish as their secon' language kno# that any language support is helpul or their

language acuisition. ,nglish language learners (,LL) nee' a -ariety o languageexperiences. They nee' to hear8 #rite8 speak8 an' rea' the language.

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6t is generally 4elie-e' that computers can play an integral part in pro-i'ing ,L

stu'ents #ith -alua4le language experiences as they learn a ne# language. Thereore8

computer:assiste' instruction (%&6) can 4e a supplemental teaching tool or teaching

,nglish language learners an' no:one can 'eny the impact o technology on e'ucation :

you only nee' to take a look insi'e a local state school to see ho# much technology has

change' e'ucation8 rom school a'ministration to teaching itsel.

Technology is progressing 'ay 4y 'ay8 aecting e-ery part o the mo'ern ,BL

'epartment. Eecause o this rapi' 'e-elopment8 it is uite impossi4le to keep track o ho#

technology can 4e 4est applie' in the classroom. ?ighly moti-ating an' eecti-e #hen

use' in the right #ay8 technology is in great 'eman' in the teaching/learning process at

present.

6n the language classroom8 technology can 4e use' as an instructional tool8 as a

'eli-ery system or the learners instruction 4ut also as instructional content itsel.

@ultime'ia computers an' the #orl'#i'e #e4 ha-e ma'e computers a source o

entertainment8 inormation8 communication an' e'ucation. %omputers are -ersatile. They

can emulate a 4ook8 an au'io % player8 a -i'eo game8 a telephone8 an e'iting stu'io or

e-en a 'rating ta4le.

O-er the past e# years8 the 6nternet has emerge' as a prominent ne# technology.

The inluence o such a po#erul technological tool has per-a'e' all aspects o the

e'ucational8 4usiness8 an' economic sectors o our #orl'. egar'less o oneAs amiliarity

#ith the 6nternet8 it is repeate'ly ma'e reerence to. Whether one uses the 6nternet or not8

one must 4e clear a4out the act that #e ha-e entere' a ne# inormation age an' the

6nternet is here to stay.

While the computer is no# use' in some orm or another in most language

classrooms8 an' is consi'ere' stan'ar' euipment8 the 6nternet is also gra'ually 4eing

intro'uce' in the secon' language classroom as teachers 4ecome more amiliar #ith it. The6nternet is a cone'eration o thousan's o computers rom -arious sectors o society such

as e'ucation8 4usiness8 go-ernment an' the military. 6t is a net#ork o thousan's o

computer net#orks. ,ach in'i-i'ual system 4rings something 'ierent to the #hole

('ata4ases8 li4rary ser-ices8 graphs8 maps8 electronic 9ournals8 etc)8 an' the en' result is a

-ast accumulation o inormation. 6t is a #orl'#i'e net#ork o computers that interact on a

stan'ar'i;e' set o protocols #hich act in'epen'ently o particular computer operating

systems8 allo#ing or a -ariety o access metho's to the 6nternet. Bor example8 the 6nternetcan 4e accesse' rom an 6E@ computer in a stu'entAs home in omania8 or rom a

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@acintosh computer at a school in %ana'a. 6t can thereore 4e concei-e' o as the

eui-alent o a telephone system or computers. 6t can 4e use' to 4oth exchange

inormation through electronic mail8 ne#sgroups8 proessional on:line 'iscussion groups8

an' so orth8 as #ell as to retrie-e inormation on a -ariety o topics through the Worl'

Wi'e We4.

&lthough the 6nternet has 4een a-aila4le to most people8 only recently ha-e

e'ucators 4een reali;ing the potential the 6nternet can ha-e in secon' an' oreign language

classrooms. The 6nternet has 4een use' 4y some language instructors in creati-e #ays : one

o these inno-ations 4eing the use o the electronic mail (e:mail)8 a speciic eature o the

6nternet. O-erall8 the e:mail can encourage stu'ents to use computers in realistic8 authentic

situations in or'er to 'e-elop communicati-e an' thinking skills. The e:mail is easy to use

an' e-en teachers intimi'ate' 4y computers can uickly 4ecome a'ept at using e:mail #ith

their stu'ents. Burthermore8 e-en timi' or inhi4ite' stu'ents can 4eneit rom the

meaningul interaction an' communication e:mail makes possi4le.

%hat rooms can also 4e carrie' out through e:mail. 6n this situation8 t#o or more

in'i-i'uals can NtalkN on:line a4out -arious topics or issues. Bor instance8 language

learners can 4e paire' up an' can 4e gi-en a 'e4ata4le topic to 'iscuss. uch experiences

once again stimulate authentic communication an' assist stu'ents in 'e-eloping speciic

communication skills such as arguing8 persua'ing8 or 'een'ing a particular point.

Listser-s rom aroun' the #orl' can oer ne#s an' 'iscussion groups in the target

language pro-i'ing another source o authentic input an' interaction. ,:mail exchanges

can 4e organi;e' 4et#een entire classes o stu'ents in or'er to generate 'iscussion8

impro-e #riting skills8 an' promote peer interaction.

,:mail can also 4e use' to communicate long:'istance #ith language learners in

other schools8 or other countries or that matter. tu'ents are pro-i'e' #ith a real context

or impro-ing their #ritingF they are helpe' to expan' their i'eas o Ncontent:areaN rea'ingan' unctional #riting across cultural 4oun'aries. Without a 'ou4t8 e:mail can pro-i'e

authentic communication an' can oster a#areness o 4oth the language learners an' the

languages they are learning.

6n a''ition to the communication 4eneits o the 6nternet8 the 6nternet can also 4e

use' to retrie-e an' access inormation. The Worl' Wi'e We4 is thereore a -irtual li4rary

at oneAs ingertipsF it is a rea'ily a-aila4le #orl' o inormation or the language learner.

While the 6nternet oers numerous 4eneits to the language learner8 a e# such possi4ilitiesare examine' here8 in the context o language learning.

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erhaps one o the essential pe'agogical principles o language teaching is one that

emphasi;es the stu'y o language in a cultural context. 6t is generally a'mitte' that

language an' culture are inextrica4le an' inter'epen'entF un'erstan'ing the culture o the

target language enhances the un'erstan'ing o the language. To this en'8 the 6nternet is a

-alua4le resource to 4oth language teachers an' learners. &s 'iscusse' pre-iously8 e:mail

on the 6nternet allo#s language learners to communicate #ith nati-e speakers. 6n this

manner8 the 6nternet acilitates the use o the speciic language in an authentic setting. The

6nternet can also 4e use' to acuire inormation rom language resources or a -ariety o

purposes. Bor example8 stu'ents can access current inormation rom countries aroun' the

#orl'. They can o4tain geographical8 historical8 social/cultural8 economic8 an' political

inormation rom the countries in #hich the target language is spoken. tu'ents can rea'

#e4 -ersions o 'aily ne#spapers an' same:'ay ne#s reports rom many 'ierent sources.

uch experiences can allo# learners to participate in the culture o the target language8

#hich in turn can ena4le them to urther learn ho# cultural 4ackgroun' inluences oneAs

-ie# o the #orl'.

The 6nternet also ser-es as a me'ium or experiencing an' presenting creati-e

#orks. While stu'ents can peruse the inormation on the "et8 they can also use it as a

platorm or their o#n #ork such as essays8 poetry8 or stories. "umerous pu4lic schools8

or example8 are making use o the Worl' Wi'e We4 or pu4lishing stu'ent #ork #hich

can 4e accesse' 4y other #e4 users. tu'ents thereore 4ecome not only consumers o

content8 4ut in act generate the content.

The use o the 6nternet has also 4een sho#n to promote higher or'er thinking skills.

& language teacher8 or example8 may instruct learners to search or speciic inormation.

earching the We4 reuires logic skills. Once the inormation has 4een o4taine'8 the results

must 4e re-ie#e' #hich reuires scanning8 'iscar'ing8 an' e-aluati-e 9u'gment on part o

the learner. The inormation must 4e put together to make a complete an' coherent #hole#hich entails the synthesis process. uch an en'ea-or permits stu'ents to practice rea'ing

skills an' strategies. The 6nternet also promotes literacy or authentic purposes8 as state'

pre-iously. 6n a''ition to 4eing a supplement to rea'ing materials8 especially current

inormation8 #hen stu'ents are exploring the "et8 they are essentially exploring the real

#orl'. uch 4ro#sing or exploration can also lea' to inci'ental learning as they encounter

a -ariety o inormation in this #ay. %ommunication #ith nati-e speakers urthers literacy

'e-elopment or authentic purposes8 ena4les language learners to compare stu'ent perspecti-es on an issue8 an' allo#s them to practice speciic skills such as negotiating8

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persua'ing8 clariying meaning8 reuesting inormation8 an' engaging in true:lie8 authentic

'iscussion. romotion o literacy also occurs #ithin a social context. The interaction that

results rom the a4o-e situations can lea' to cooperati-e pro9ects an' increase'

communication 4et#een stu'ents rom all o-er the #orl'8 in turn lea'ing to the

'e-elopment o social skills. Binally8 use o the 6nternet can promote computer skills an'

the technical an' conceptual experiences o using a computer.

Lastly8 the 6nternet pro-i'es supplemental language acti-ities #hich can pro-i'e

stu'ents #ith a''itional practice in speciic areas o language learning. These inclu'e

rea'ing tests an' comprehension uestions8 grammar exercises8 pronunciation exercises

possi4le through the a-aila4le multime'ia capa4ilities8 clo;e tests8 -oca4ulary exercises8

an' so orth. tu'ents can search the We4 or such sites8 or teachers may recommen'

speciic sites on the We4.

espite its limitations an' o4stacles (4usy lines 'ue to many users8 technical

glitches8 lack o training an' amiliarity on part o the teachers or stu'ents8 costs8 etc.)8 it

must 4e reali;e' that the 6nternetAs e'ucational potential is immense. &lthough electronic8

the 6nternet is an entity relate' to literacy : people still interact #ith it entirely through

rea'ing an' #riting. Bor this reason alone8 the 6nternet is a technology that #ill8 #ithout a

'ou4t8 ha-e signiicant implications or 4oth teaching an' learning. o #hat 'oes this

imply or language teachers an' learnersK Teachers must 4ecome amiliar #ith using the

6nternet an' its -arious unctions such as e:mail. They must also learn ho# to use speciic

search tools in or'er to access inormation8 search or lesson plans8 or material an' i'eas to

supplement their lessons. Lastly8 language teachers must learn no# to transer iles rom

6nternet sites to their o#n computer an' -ice -ersa. O4taining inormation or literature on

the 6nternet8 either through the "et itsel8 through 4ooks8 or 4y atten'ing #orkshops an'

courses #ill urther assist this process. To a-oi' acing the same 'iiculties or pro4lems

associate' #ith the use o the 6nternet8 teachers can ask stu'ents to keep track o pro4lemsthat arise 'uring use. 6n essence8 language teachers must take the plunge an' approach the

6nternet as a learning experience themsel-es. The more enthusiastic an' kno#le'gea4le

language teachers are8 the more successul they 4ecome in implementing 6nternet in the

language classroom. Bor the language learner8 the 6nternet oers a #orl' o inormation

a-aila4le to stu'ents at the touch o a 4utton. While it must 4e recogni;e' that the 6nternet

cannot replace the language classroom or the interaction 4et#een the language teacher an'

stu'ent8 it oers a -ast amount o inormation an' len's itsel to communication possi4ilities that can greatly enhance the language learning experience.

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%ertainly at this point in time8 se-eral uestions nee' to 4e aske' to gui'e uture

research in this area. ?o# can use o the 6nternet correspon' to the communicati-e or

pe'agogical goals o language teachingK ?o# #ill the 6nternet an' its relate' acets assist

language learners in unctioning in the glo4al communityK What #ill the real impact o the

6nternet in oreign language classrooms 4eK ?o# can the 6nternet 4e use' more eecti-ely

along the present language curriculumK While these uestions ha-e 4een examine' to some

'egree8 researchers an' language e'ucators must urther in-estigate an' implement this

technology to pro-i'e others #ith gui'elines in this area.

Without a 'ou4t #e are in the center o a Nmonumental technological para'igm

shit8 one #hich #ill e-entually change the #ay that all instructors teach an' the #ay

stu'ents learnN (ensen8 1003). While technology shoul' not take o-er the language

classroom8 it must 4e em4race' in or'er to allo# e'ucators to 'o those things #hich they

are una4le to 'o themsel-es or those #hich #ill impro-e #hat is currently 4eing 'one in

the classroom.

Ieeping stu'ents intereste' an' engage' in a certain topic or acti-ity is a 'aily

challenge or teachers in the ,L/,BL classroom. One o the a'-antages o the 6nternet is

that it pro-i'es ne# possi4ilities or assisting teachers to successully meet this challenge.

Though 6nternet:4ase' acti-ities can potentially energi;e the ,L/,BL classroom8 this

potential may not al#ays 4e achie-e'. 6 the teacher 'oes not clearly set the goals an'

strategies o the acti-ities8 stu'ents may lose interest8 learn little8 or 4oth. There are se-eral

strategies that can 4e applie' to help ensure that the acti-ities #ill keep the stu'entsA

interest.

Grey (1000) has i'entiie' our #ays in #hich the 6nternet can unction as an

e'ucational tool in schools. The our 4asic #ays the 6nternet can 4e use' in ,L/,BL

classroom areC

(1) S1r&5 %or nd r1&1#41 This category comprises acti-ities that are 4ase' on using the 6nternet as a huge

-irtual li4rary. 6n these acti-ities stu'ents search or an' retrie-e inormation rom this

li4rary.

(2) P09*#25 nd /ro4#d1

These acti-ities in-ol-e not the retrie-al8 4ut the pu4lication o inormation. This

pu4lishing is 'one on #e4 pages8 #hich are the 4asic places #here inormation is store' on

the 6nternet.(3) T*< !o nd r1/*6

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These are con-ersational acti-ities that take place -ia the 6nternet through email

correspon'ence an' in PchatQ rooms. trictly speaking8 this category coul' also inclu'e

6nternet phone con-ersations.

(!) Co**9or!1 nd *1rn

This category inclu'es 9oint pro9ects that in-ol-e stu'ents in t#o or more

classrooms that might 4e thousan's o miles apart.

The ourth #ay o using the 6nternet usually in-ol-es one or more o the other three

#ays. %olla4oration 4et#een classrooms almost al#ays in-ol-es the use o email. &lso8 it

may inclu'e the 9oint pu4lication o #e4 pages or 9oint search acti-ities. The irst three

unctions liste' a4o-e are the 4asic #ays the 6nternet can 4e use' to pro-i'e acti-ities or

,L/,BL classrooms.

O the three 4asic unctions8 pro4a4ly the one most oten #ritten a4out in relation

to teaching ,L/,BL is the thir' : Talk to an' reply. 6t is clear that email con-ersations on

the 6nternet pro-i'e a useul learning tool or the ,L/,BL classroom. This is 4ecause e-en

though such con-ersations may take place across thousan's o miles8 an' 4et#een people

#ho ha-e ne-er met except on the 6nternet8 they are social acti-ities8 an' social acti-ities

ten' to engage stu'entsA interests.

&ccor'ing to Garner an' Gillingham (100)8 6nternet con-ersations can 4e

intensely social acti-ities. This #ill sometimes 4e the case8 or example8 i an email

correspon'ence e-ol-es so that the people #riting to each other 4ecome close rien's.

ro4a4ly most email con-ersations8 ho#e-er8 are casual. Eut e-en casual con-ersations are

occasions or #hich the ,L/,BL stu'ent must try to make himsel or hersel un'erstoo'

to another actual person (other than teacher or classmates). This makes the act o

communicating in ,nglish not 9ust a theoretical pro4lem8 4ut a practical one. The

reuirement to sol-e that practical pro4lem can 4e a strong moti-ator or stu'ents to tryhar' to construct clear8 grammatical messages that communicate their thoughts.

One o the most potentially -alua4le an' energi;ing 6nternet acti-ities or stu'ents

in the ,L/,BL classroom is to create their o#n #e4 pages in ,nglish an' pu4lish them on

a class #e4site. There are many #ays to go a4out such a pro9ect. The teacher may 'eci'e

on the theme an' the o-erall 'esign o the site8 or this may 4e a pro9ect or the entire class.

6n'i-i'ual pages on the site may 4e assigne' either to in'i-i'uals or to small groups o

stu'ents.

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ome examples o kin's o #e4 pages that stu'ents might compose or a class

#e4site are 4rie auto4iographies8 'ay:in:the:lie pages that tell o stu'entsA 'aily acti-ities8

an' short stories. &nother possi4ility is or the #e4site to ha-e as its theme the classAs home

city or country. 6n this case8 'ierent in'i-i'uals or small groups might 4e gi-en the task o

preparing pages o -arious kin's o inormation8 such as geographic8 economic8 cultural8

an' so on.

One o the most exciting characteristics o a #e4 pu4lishing pro9ect is the stu'entsA

kno#le'ge that the pages they compose #ill 4e on the 6nternet or the #hole #orl' to see.

Ino#ing this can lea' them to try har' to 'o their 4est #ork. O course8 the kno#le'ge

may also cause anxiety or some stu'ents 4ecause : as #ith email : they may ear making

mistakes that can 4e seen 4y others. To re'uce any anxiety8 the teacher can go o-er

stu'entsA #ork #ith them 4eore it is pu4lishe' on the 6nternet.

6n such pro9ects there is al#ays the uestion o ho# much responsi4ility stu'ents

shoul' 4e gi-en or creating the appearance o the #e4 pages. One possi4ility is to teach

the stu'ents 4asic ?T@L8 inclu'ing the co'ing to insert images on a #e4 page8 an' to

allo# them to 'esign their pages. &nother possi4ility is or the stu'ents to #rite only the

text an' or the teacher to co'e the text. The a'-antage o the irst #ay is that 4y allo#ing

stu'ents to co'e their pages they #ill o#nH their pages more ully an' take the pro9ect all

the more seriously. ?o#e-er8 too much time spent in learning ?T@L an' on page 'esign

can re'uce the -alue o the acti-ity. 6 stu'ents are gi-en the opportunity to 'esign their

o#n pages8 it is important to set limits that #ill ensure that their ocus stays on practising

an' 'e-eloping their ,nglish #riting skills.

O our kin's o 6nternet:4ase' acti-ity8 three are un'amentalC con-ersation8

retrie-al o inormation8 an' pu4lication. &cti-ities in each o these categories can energi;e

the ,L/,BL classroom 4y oering ne#8 interesting #ays or stu'ents to practise an'

sharpen their ,nglish skills.%omputer:assiste' instruction has 4een sho#n in a range o stu'ies to acilitate

learning in a -ariety o #ays. %omputers can 4e use' to ai'e in teaching ,nglish Language

Learners in core aca'emic su49ects8 such as rea'ing an' #riting. %omputers can ai'e in

-oca4ulary 'e-elopment as #ell as -er4al language 'e-elopment. =ltimately8 it is

important to recogni;e that computers are not a su4stitute or eecti-e teaching.

%omputers are a tool : they are simply one type o supplement to the regular curriculum in

teaching ,nglish Language Learners as they 'e-elop their ,nglish language skills.

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-(> Co./0!1r A22#2!1d Ln3031 L1rn#n3 ?CALL@

purre' 4y the rapi' 'e-elopment o technology rom the early 10$5s8 computer:

assiste' language learning (%&LL) has no# 4ecome an important component o secon'

an' oreign language learning pe'agogy. Originally -ie#e' as a supplement to classroom

instruction8 communicati-e interaction 4ase' %&LL acti-ities are no# use' to promote

learner autonomy an' to encourage in-ol-ement #ith the target language 4oth insi'e an'

outsi'e the classroom. %&LL pu4lications ha-e e-ol-e' rom explanations o computers

an' sot#are to 4roa' explorations o %&LL:4ase' pe'agogy or a -ariety o instructional

nee's.

The uture o %&LL 'epen's on many actors8 inclu'ing research in applie'

linguistics8 change in the status o languages an' language learning8 an' sociologicalchanges in schools an' e'ucation. One important actor that #ill inluence the uture o

%&LL is technological change.

%omputers ha-e 4een use' or language teaching e-er since the 105As. &ccor'ing

to Warschauer J ?ealey (100$)8 this !5:year perio' can 4e 'i-i'e' into three main stagesC

4eha-iorist %&LL8 communicati-e %&LL8 an' integrati-e %&LL. ,ach stage correspon's

to a certain le-el o technology an' certain pe'agogical theories.

6n the 105As an' 1075As the irst orm o computer:assiste' Language Learningeature' repetiti-e language 'rills8 the so:calle' 'rill:an':practice metho'. 6t #as 4ase' on

the 4eha-iorist learning mo'el an' as such the computer #as -ie#e' as little more than a

mechanical tutor that ne-er gre# tire'. Eeha-iorist %&LL #as irst 'esigne' an'

implemente' in the era o the mainrame an' the 4est:kno#n tutorial system8 L&TO8 ran

on its o#n special har'#are. 6t #as mainly use' or extensi-e 'rills8 explicit grammar

instruction8 an' translation tests.

%ommunicati-e %&LL emerge' in the 1075As an' 10$5As as a reaction to the

4eha-iorist approach to language learning. roponents o communicati-e %&LL re9ecte'

4eha-iorist approaches at 4oth the theoretical an' pe'agogical le-el. They stresse' that

%&LL shoul' ocus more on using orms rather than on the orms themsel-es. Grammar

shoul' 4e taught implicitly an' stu'ents shoul' 4e encourage' to generate original

utterances instea' o manipulating prea4ricate' orms (ones J Bortescue8 10$7). This

orm o computer:4ase' instruction correspon'e' to cogniti-e theories #hich recogni;e'

that learning #as a creati-e process o 'isco-ery8 expression8 an' 'e-elopment. The

mainrame #as replace' 4y personal computers that allo#e' greater possi4ilities or

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in'i-i'ual #ork. opular %&LL sot#are in this era inclu'e' text reconstruction

programmers an' simulations.

The last stage o computer:assiste' Language Learning is integrati-e %&LL.

%ommunicati-e %&LL #as critici;e' or using the computer in an a' hoc an' 'isconnecte'

ashion an' using the computer ma'e Aa greater contri4ution to marginal rather than central

elementsA o language learning (Ienning J Ienning8 1005C 05). Teachers ha-e mo-e'

a#ay rom a cogniti-e -ie# o communicati-e language teaching to a socio:cogniti-e -ie#

that emphasi;es real language use in a meaningul8 authentic context. 6ntegrati-e %&LL

seeks 4oth to integrate the -arious skills o language learning (listening8 speaking8 #riting8

an' rea'ing) an' to integrate technology more ully into language teaching. To this en' the

multime'ia:net#orke' computer pro-i'es a range o inormational8 communicati-e8 an'

pu4lishing tools that are potentially a-aila4le to e-ery stu'ent.

The reasons or using %omputer:assiste' Language Learning inclu'eC (a)

experiential learning8 (4) moti-ation8 (c) enhance stu'ent achie-ement8 (') authentic

materials or stu'y8 (e) greater interaction8 () in'i-i'uali;ation8 (g) in'epen'ence rom a

single source o inormation8 an' (h) glo4al un'erstan'ing.

Experiential Learning

The Worl' Wi'e We4 makes it possi4le or stu'ents to tackle a huge amount o

human experience. 6n such a #ay8 they can learn 4y 'oing things themsel-es. They 4ecome

the creators not 9ust the recei-ers o kno#le'ge. &s the #ay inormation is presente' is not

linear8 users 'e-elop thinking skills an' choose #hat to explore.

Motivation

%omputers are most popular among stu'ents either 4ecause they are associate' #ith

un an' games or 4ecause they are consi'ere' to 4e ashiona4le. tu'ent moti-ation is

thereore increase'8 especially #hene-er a -ariety o acti-ities are oere'8 #hich make

them eel more in'epen'ent. Enhanced Student Achievement

"et#ork:4ase' instruction can help pupils strengthen their linguistic skills 4y

positi-ely aecting their learning attitu'e an' 4y helping them 4uil' sel:instruction

strategies an' promote their sel:coni'ence.

Authentic Materials for Study

&ll stu'ents can use -arious resources o authentic rea'ing materials either at

school or rom their home. Those materials can 4e accesse' 2! hours a 'ay at a relati-elylo# cost.

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Greater Interaction

an'om access to We4 pages 4reaks the linear lo# o instruction. Ey sen'ing ,:

mail an' 9oining ne#sgroups8 ,BL stu'ents can communicate #ith people they ha-e ne-er

met. They can also interact #ith their o#n classmates. Burthermore8 some 6nternet

acti-ities gi-e stu'ents positi-e an' negati-e ee'4ack 4y automatically correcting their on:

line exercises.

Individualization

hy or inhi4ite' stu'ents can greatly 4eneit rom in'i-i'uali;e'8 stu'ent:centere'

colla4orati-e learning. ?igh liers can also reali;e their ull potential #ithout pre-enting

their peers rom #orking at their o#n pace.

Independence from a Single Source of Information

&lthough stu'ents can still use their 4ooks8 they are gi-en the chance to escape

rom canne' kno#le'ge an' 'isco-er thousan's o inormation sources. &s a result8 their

e'ucation ulils the nee' or inter'isciplinary learning in a multicultural #orl'.

Global nderstanding

& oreign language is stu'ie' in a cultural context. 6n a #orl' #here the use o the

6nternet 4ecomes more an' more #i'esprea'8 an ,nglish Language teacherAs 'uty is to

acilitate stu'entsA access to the #e4 an' make them eel citi;ens o a glo4al classroom8

practicing communication on a glo4al le-el.

6n the last e# years the num4er o teachers using %omputer:assiste' Language

Learning (%&LL) has increase' marke'ly an' numerous articles ha-e 4een #ritten a4out

the role o technology in e'ucation in the 21st century. &lthough the potential o the

6nternet or e'ucational use has not 4een ully explore' yet an' the a-erage school still

makes limite' use o computers8 it is o4-ious that #e ha-e entere' a ne# inormation age

in #hich the links 4et#een technology an' T,BL ha-e alrea'y 4een esta4lishe'.

6n the early 05As e'ucation starte' 4eing aecte' 4y the intro'uction o #or' processors in schools8 colleges an' uni-ersities. This mainly ha' to 'o #ith #ritten

assignments. The 'e-elopment o the 6nternet 4rought a4out a re-olution in the teachersA

perspecti-e8 as the teaching tools oere' through the 6nternet #ere gra'ually 4ecoming

more relia4le. "o#a'ays8 the 6nternet is gaining immense popularity in oreign language

teaching an' more an' more e'ucators an' learners are em4racing it.

There is a #i'e range o on:line applications #hich are alrea'y a-aila4le or use in

the oreign language class. These inclu'e 'ictionaries an' encyclope'ias8 links or teachers8chat:rooms8 pronunciation tutors8 grammar an' -oca4ulary ui;;es8 games an' pu;;les8

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literary extracts. The Worl' Wi'e We4 (WWW) is a -irtual li4rary o inormation that can

4e accesse' 4y any user aroun' the clock. 6 someone #ants to rea' or listen to the ne#s8

or example8 there are a num4er o sources oering the latest ne#s either printe' or

recor'e'. The most important ne#spapers an' maga;ines in the #orl' are a-aila4le on:line

an' the same is the case #ith ra'io an' T+ channels.

&nother example is communicating #ith electronic pen rien's8 something that

most stu'ents #oul' en9oy. Teachers shoul' explain ho# it all #orks an' help stu'ents in'

their keypals. T#o ,BL classes rom 'ierent countries can arrange to sen' ,:mail

regularly to one another. This can 4e 'one uite easily thanks to the #e4 sites pro-i'ing

lists o stu'ents looking or communication. 6t is also possi4le or t#o or more stu'ents to

9oin a chat:room an' talk on:line through ,:mail. .

&nother net#ork:4ase' ,BL acti-ity coul' 4e pro9ect #riting. Ey #orking or a

pro9ect a pupil can construct kno#le'ge rather that only recei-e it. tu'ents can #ork on

their o#n8 in groups o t#o or in larger teams8 in or'er to #rite an assignment8 the si;e o

#hich may -ary accor'ing to the o49ecti-es set 4y the instructor. & -ariety o sources can

4e use' 4esi'es the 6nternet such as school li4raries8 encyclope'ias8 reerence 4ooks etc.

The 6nternet itsel can pro-i'e a lot o oo' or thought. The inal outcome o their research

can 4e type' using a #or' processor. & #or' processor can 4e use' in #riting

compositions8 in preparing a class ne#sletter or in pro'ucing a school home page. 6n such a

We4 page stu'ents can pu4lish their pro9ect #ork so that it can reach a #i'er au'ience.

That makes them eel more responsi4le or the inal pro'uct an' conseuently makes them

#ork more la4oriously.

The 6nternet an' the rise o computer:me'iate' communication in particular ha-e

reshape' the uses o computers or language learning. The recent shit to glo4al

inormation:4ase' economies means that stu'ents #ill nee' to learn ho# to 'eal #ith large

amounts o inormation an' ha-e to 4e a4le to communicate across languages an' cultures.&t the same time8 the role o the teacher has change' as #ell. Teachers are not the only

source o inormation any more8 4ut act as acilitators so that stu'ents can acti-ely interpret

an' organi;e the inormation they are gi-en8 itting it into prior kno#le'ge. tu'ents ha-e

4ecome acti-e participants in learning an' are encourage' to 4e explorers an' creators o

language rather than passi-e recipients o it. 6ntegrati-e %&LL stresses these issues an'

a''itionally lets learners o a language communicate inexpensi-ely #ith other learners or

nati-e speakers. &s such8 it com4ines inormation processing8 communication8 use o

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authentic language8 an' learner autonomy8 all o #hich are o ma9or importance in current

language learning theories.

"e# technologies ha-e orce' teachers to reconsi'er their roles in teaching #ith

computers. With more experiences gathere' rom #orking #ith computers8 teachers 4egin

to see computers more as acti-e partnersH than passi-e assistantsH. ?o#e-er8 no matter

ho# computers might impact language classrooms or the positi-e or negati-e experiences

teachers might ha-e8 teachers 4elies in %&LL must 4e careully ackno#le'ge' i %&LL is

to 4e successul. &ter all8 it is teachers #ho 'eci'e ho# the class shoul' 4e con'ucte'8 not

the computers. 6n other #or's8 it is necessary to 'eci'e #hether computers shoul' 4e use'

as a tutor8 in #hich case teachers may play a minimal roleF or as a tool8 in #hich teachers

support an' presence are essential in the actual 'eli-ery o the materials. Bor example8

#hen teachers use ,nglish courses on %:O@ as a sel:learning tutor8 #hat teachers nee'

to 'o is only to intro'uce this sel:containe' tutorial package to stu'ents. Teachers neither

gi-e 'irections nor e-aluate. 6t is the intelligent tutoring that gui'es stu'ents through the

materials accor'ingly8 not teachers. 6n other #or's8 the essence o computer as a tutor lies

in the notion o the teacher in the machine8 rather than teachers #orking alongsi'e the

machine (Le-y8 1007). Ruite 'ierently8 in the metaphor o the computer as a tool8 the

'eman's on the teachers part are high. "ot only 'o teachers plan learning tasks in

a'-ance8 4ut they also assist stu'ents as they stu'y #ith the computer. Warschauer (100*)

suggeste' that teachers nee' to choose the appropriate sot#are8 train stu'ents email

4asics8 prepare han'outs or online acti-ities8 plan suita4le task:4ase' learning pro9ects8

an' pro-i'e ongoing assistance. 6t is clear to see that a consi'era4le amount o eort nee's

to 4e gi-en 4y the teacher in creating tasks8 monitoring progress8 an' 'e-eloping a

colla4orati-e learning en-ironment to ensure the most ruitul results 4rought 4y the

computer as a tool.

The intro'uction o net#orke':computers has re-olutioni;e' the role o the teacher.6t has shite' rom an inormation 'ispenserH to a coachHF rom a centrali;e' authorityH

to a 'ecentrali;e' acilitatorH an' rom a sage on the stageH to a gui'e at the si'eH (%hin

J ?ortin8 1003). Teachers are not the only source o kno#le'ge. With the rise o 6nternet8

learners can ha-e easy an' ree access to the unprece'ente' amount o authentic materials

as #ell as get into 'irect contact #ith glo4al peers across cultures. Take #e4:4ase' rea'ing

lessons or example. The natural sites are not accessi4le or elementary learners #hose

rea'ing pace8 grammar8 an' -oca4ulary 'o not meet the threshol' o many 6nternetmaterials.

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To reme'y such a situation8 teachers8 as curriculum planners8 nee' to careully

select sites suita4le or their stu'ents language le-el an' ha-e a core curriculum in min'

4eore asking stu'ents to sur reely on the 6nternet. On the other han'8 to pre-ent stu'ents

rom getting out o ocus in rea'ing hyper:linking texts8 strategies8 such as locating8

summari;ing inormation8 an' i'entiying connections an' contra'ictions #ithin a 4o'y o

inormation all nee' to 4e explicitly taught. The 'e-elopment o such strategies also nee's

to 4e 'one in a #ay that ena4les learners to 'e-elop their o#n capacity or in'epen'ent

stu'y in the uture. ?ere8 again8 teachers ser-e as a acilitator an' a gui'e.

&nother ma9or contri4ution that teachers can make in the 6nternet era is to assist

learners to in' out ho# to colla4orate #ith an' learn rom others. 6n ,:mail exchange

pro9ects8 teachers nee' to set up an en-ironment in #hich ,BL learners can contact their

glo4al peers #ithout #orrying a4out computer technicalities such as email 4asics8 an'

creating lists. &ter the exchange is up an' running8 the teachers role then re'uces to a

minimum.

The tra'itional roles o the teacher an' the stu'ent are 'ramatically changing in this

#orl' o e-er:'e-eloping technology. 6t is o4-ious that teachers play a 'ecisi-e role in

implementing technology into the language classroom. To guarantee the 4est eect o

computer:assiste' language learning8 teachers nee' to 4e a#are o #hat computers can 'o

or language teaching. Whether the %&LL lesson is successul solely 'epen's on ho#

careully teachers plan their lessons accor'ing to the stu'ents -arie' nee's an' proiciency

le-els. ,uippe' #ith 4asic kno#le'ge o computer interace 'esign8 %&LL teachers ser-e

as a linkage 4et#een language teaching pe'agogy an' inormation technology. Those

technicalities8 such as high:le-el programming language shoul' 4e let to technology

experts. The teachers 9o4 is to take a'-antage o computers an' apply to language

teaching. 6n %&LL lesson planning8 teachers can utili;e computer resources to create

authentic tasks that cater the nee's o stu'ents o 'ierent proiciency le-els an' learningstyles (?ealey8 1000). Without teachers orientation8 it is possi4le that stu'ents are easily

out o ocus in the hyper:linking 6nternet en-ironment. Thereore8 teachers as task setters

nee' to sort out targets that might 4e helpul or stu'ents irst8 amiliari;e stu'ents #ith

techniues in using search engines8 an' teach stu'ents #e4:scanning an' :skimming skills

to locate the inormation they #ant. Only 4y 'oing so can stu'ents en9oy learning in the

6nternet ull o authentic materials an' cultural surprises.

=sing multime'ia in language instruction empo#ers teachers to make the use o target language authentic8 contextuali;e'8 an' aime' at the speciic nee's an' interests o

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stu'ents. While %&LL is a -ital tool in the 'e-elopment o linguistic an' cultural

proiciency8 the #ay the material is me'iate' 4y the teacher is essential to its eecti-eness.

=sing technology in teaching languages a'mitte'ly a''s to the complexity o

classroom 'ynamics transorming tra'itional learning en-ironments into ones that in-ite

4oth teachers an' learners to share the responsi4ility o teaching an' learning.

-(( V#r!0* L1rn#n3 En4#ron.1n! ?VLE@

The research area o computer:assiste' language learning (%&LL) has recently

shite' rom seeing the computer as a tool or partner to seeing it as a -irtual en-ironment

#here learners can colla4orate an' interact #ith a #i'e -ariety o nati-e speakers. 6n

a''ition8 %&LL has also increasingly 4eneite' rom the theoretical rame#ork o learner

autonomy8 although it has reuently 4een misun'erstoo' as sel:'irecte' learning. 6n light

o these 'e-elopments8 terms such as virtual an' environment nee' to 4e 'eine'. o ar8

the large tra'ition o -irtual reality (+) research an' its concepts has largely 4een

neglecte' in %&LL an' secon' language acuisition (L&) research. ?o#e-er8 a critical

an' relecti-e analysis o + tools an' their un'erlying concepts sho#s that learner

autonomy an' + are in act an i'eal com4ination or language learningC irst8 4y raising

language an' linguistic a#arenessF secon'8 4y supporting interaction an' colla4oration #ith

peers an' nati-e speakersF an' thir'8 4y pro-i'ing an experimental8 learner:centere'

learning en-ironment.

6n the recent era o glo4ali;ation8 technological a'-ancement has increase'

'ramatically in e-ery sphere inclu'ing mainstream e'ucation. These a'-ances ha-e

intro'uce' ne# e'ucational nomenclature i.e. -irtual e'ucationH8 -irtual classroomH8

-irtual uni-ersitiesH8 on line coursesH8 electronicH an' cy4erspace institutionH etc.

rooun' in-estments in technology in this 'eca'e ha-e gi-en rise to a #orl'#i'e

explosion o inormation. @any e'ucational institutions ha-e 4een mystiie' 4y this

inormation chaos. They are 'ri-en 4y the goal to use ne#ly oun' access to glo4al 'ata

communication. This step #ill increase enrolment an' #ill a#ar' a -ast range o 'egrees

through massi-e in-estments in 'istance e'ucation programmes. There has 4een much talk

among e'ucators that these acts 4egin to mo'iy the stu'ents #orth to the aca'emic #orl'8

as the stu'ents 4egin to assume 4oth the tangi4le an' intangi4le characteristics associate'

#ith those o a customerH as oppose' to the characteristics o a stu'ent. @arketing

strategies a4oun' an' 4eseech the stu'ents:customerH to take a'-antage o ast8 uni-ersalaccessH8 earn a 'egree in a short perio' o timeH8 an' other creati-e approaches that

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guarantee satisaction an' uick 'eli-ery o the 'egree:o:choice. @oreo-er8 in the ast

gro#ing competition in the 9o4 market8 there ha-e 4een increasing 'eman's or specialists8

proessionals o-er population8 increasing a#areness as #ell as 'eman' or higher

e'ucation8 shortage o ualiie' teachers an' inrastructure acility. +irtual classroom has

taken a lea' role in the teaching:learning process. Generically8 a -irtual classroom is a

teaching an' learning en-ironment locate' #ithin a computer:me'iate' communication

system. ather than 4eing 4uilt o 4ricks an' 4oar's8 it consists o a set o group

communication an' #ork spacesH an' acilities #hich are constructe' in sot#are. ome

o these communication structures resem4le acilities or proce'ures use' in tra'itional

classrooms. Others support orms o interaction that #oul' 4e 'iicult in the ace


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the representation per se8 4ut #hat the stu'ents actually 'o #ith this representation.

epresentations are not neutralF they 'o inluence the stu'ents #ork.

+irtual learning en-ironments are hugely 'i-erse in si;e8 capa4ility an' ser-ices

oere' an' can cater or in'i-i'uals ranging in attainment8 ages8 an' special nee's. +irtual

schools are o three 4roa' categories i.e.8 in'epen'ent8 colla4orate an' 4roa'cast.

&ccor'ing to ussell (2551)8 in'epen'ent mo'els can oten 4e reerre' to as

asynchronousH 4ecause they 'o not rely upon 'irect communication 4et#een teacher an'

stu'ents8 as they 'o not a-ail o chat or -i'eo conerencing acilities. ynchronous mo'els

usually in-ol-e more communication an' colla4oration through -i'eo conerencing an'

li-e chats. Eroa'cast mo'els allo# stu'ents to access lectures or 4roa'casts on the 6nternet.

&ll these mo'els oer a #i'e range o learning lexi4ility in -irtual en-ironments that

ser-e the in'i-i'ual nee's o the learners regar'less o their age8 gen'er8 religion8

nationality or 'isa4ility. & -irtual classroom en-ironment successully mixes up 'ierent

me'ia inputs i.e.8 (a) ace to ace plus -irtual classroom #hich can -ary rom a''ing

system use to enrich on:campus courses con'ucte' to tra'itional meansF to 'istance

courses #here system use is supplemente' 4y one or t#o act:to:ace meetings (4) -irtual

classroom as the sole means o 'eli-ery8 #ith the use o print me'ia in the orm o

text4ooks or course notes8 an' (c) multi:me'ia i.e.8 -irtual classroom plus -i'eo8 au'io or

au'io:graphic me'ia. Thus8 there is a mo-e to#ar's multi:me'ia 4ase' interacti-e learning

process an' computer assiste' instructional system.

+irtual classroom also nee's eui-alent euipment an' tools in the orm o

net#ork:4ase' sot#are application to allo# a group o instructors an' stu'ents to carry

out the learning process. The sophistication o such sot#are structures -ary #i'ely8 rom

simple electronic mail systems to systems that ha-e 4een specially enhance' to support

classroom < like experiences8 such as -irtual au'itoriums. ome o them are #ell

esta4lishe' on the 6nternet an' ne# ones are still emerging. "o physical 4oun'ary isreuire' or getting access to -irtual learningF entire uni-erse is the classroom. Eut unlike

the ormal school learning8 -irtual learning is a colla4orati-e process an' emphasi;es the

cooperati-e eort an' interactions. The output o -irtual teaching:learning process 'epen's

upon the actors like stu'ents moti-ation or sel:learning8 su49ect expertise an'

communication skills o the teacher8 on:line pro4lem:sol-ing acility8 connecti-ity to e:

li4rary8 an' use o technology 4ase' lightly interacti-e multime'ia8 etc.

The notion o a learning acti-ity in -irtual learning en-ironments reers tosomething richer than in in'i-i'ual course#are8 closer to the notion o pro9ect. The

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'ierence 4et#een other constructi-ist en-ironments an' #hat -irtual en-ironments

potentially oer can 4e 'escri4e' as making stu'ents not only acti-e8 4ut also actors8 or

example8 mem4ers an' contri4utors o the social an' inormation space.

Easically8 there are our principles to 4e kept in min' or successul teaching in the

-irtual classroom such as 'ealing #ith i) me'ia richness8 ii) timely responsi-eness8 iii)

organi;ation an' i-) interaction. 6n the tr

cristina david - unknown

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