Making English Language Teaching More Effective by Using the Internet

Abstract

I use the Internet in a variety of ways for language teaching, including administration, class preparation, and class activities. I put up a web bulletin board with class information, students' email addresses, and links to materials, student-made web pages, models, and evaluation forms for assignments. In addition, students communicate with non-Japanese students through the Internet. For one course, students read graded readers and write descriptions in a certain format for a database that future readers can use to choose books. I also teach the students to find and evaluate web resources. Students gather information for certain topics and make web pages. In this paper, I will discuss how I use computers in classes and provide URLs of resources and examples. 

1. Introduction

The Internet has a great many useful resources for English language teachers and students. Over the past several years, I have used the Internet for my classes, and I have developed a great many materials for use on the Internet. 

I have used the Internet for administration, class preparation, and class activities. I will explain what I have used and how I have used it. A list of the materials can be found in the appendix, with identifying numbers corresponding to those in the text of the paper. (Links to all the materials I describe can be found at: http://ilc2.doshisha.ac.jp/users/kkitao/library/handout/jaltcall/jaltcall2002.htm)

2. Administration

2.1 Bulletin Board for Classes

I post all course descriptions and class syllabi on the web, so that all Doshisha students who are looking for classes can use them to help decide whether to enroll in my class. (1a)

2.2 Class Bulletin Board

I make a class bulletin board for each class. (1b) I put information about homework, reading assignments, etc. If students miss a class, they can find out what was covered in that class and what they need to do for the next class. 

I often use materials on the Internet, so I can make links on the bulletin board, and students can read them just by clicking on the link. 

As students make web pages for class assignments, their pages are linked as well. This allows students to easily collaborate on work in groups or pairs. Both the other students and I, as the teacher, can see how each student is doing. 

I also post manuals to explain assignments and models and evaluation forms for assignments.

2.3 Name Lists with Email Addresses

I make a web page with the list of all students and their email addresses. (1b) Students can contact each other, or I can contact them, by clicking on the email addresses. This is very useful for peer work outside of the class.

3. Class Preparation

The class bulletin board is useful and convenient, not only for my students but also for me. I keep records there. I can check it to find out what assignment I gave. If I make groups of students, I post the names of the students in each group. When students schedule presentations, I post the names of the students with the title of their presentation. Whenever I do class preparation, I use it to plan the next class. 

4. Library

4.1 Class Materials for Students

I link materials that I developed for my class to the class bulletin board. (3a) These include materials related to graded readers, reading materials, instructions for writing assignments, listening materials, quizzes, student projects, homework handouts, etc. 

4.2 Teaching Materials for Teachers

As I was using various textbooks, I made supplementary materials and quizzes, which I have made available to teachers, classified by textbook. (3b) (Passwords are necessary to use this section.) 

4.3 Twenty Most Useful Internet Sites for the Language Classroom

I have written a brief article about twenty especially useful types of sites on the Internet, and I listed several sites that I recommend for each type. (3c)

4.4 Lists for Teachers

Discussion lists for teachers are useful, because they allow teachers to get help and information. Many of the teachers who participate in discussion lists are generous with time, information, and ideas. (3d)

4.5 Handout Library

I made a web page with links to handouts I give students in the class. I will continue to add handouts to this page. (3e)

4.6 Homework Library

This web page has links to homework assignments, which some teachers might be able to use or adapt. (3f)

5. Class Activities

5.1 Introductory Material

I usually start courses with the reading “An English-Speaking World,” which explains why English is important and why it is useful to study it. (4)

In many cases, one of the biggest barriers to students' computer use is lack of typing ability. Students can download a piece of freeware called “Mikatype” for typing practice. (5) You can use “Mikatext,” a related piece of freeware, to provide a text for typing practice. 

I give my students a brief orientation to the Internet and netiquette. They read two articles on these subjects, and I just explain important points. (6a, 6b)

What students use the most is the World Wide Web. However they do not know much about what it is, how to use it effectively, its organization, its characteristics, etc. They read the article on the World Wide Web, and I give a brief orientation. (7)

5.2 Writing Email

Students often use email. However, their use of email is generally with cell phones and is similar to telegrams. I explain what email is, its characteristics, how to use it, what they have to do when they write, etc., with this article. (8)

I have made six readings to explain how to write good email messages. (9 a-f) In general, the advice is the same as for writing good compositions, such as being clear and concise. Transitions in particular are not easy for students to use effectively, so I teach ten basic types of transitions. This is a good exercise for students, whatever type of English passages they are writing.

5.3 Discussion Lists and Chat

Students can experience real communication in English through Student Lists or in chat rooms or at SchMOOze University. I teach students what a discussion list is and how to use it. (10a) They put what they learn into practice on a Student List. (10b) I also teach about chat rooms and MOOs. I have a web page with useful chat-related links. (11) Students can study chat, practice it, and even make their own chat site. MOOs are more difficult to use than ordinary chat rooms, though MOOs offer more tasks and activities. (12) Since students’ English proficiency is not high, it is usually best for them to use special chat or MOO sites to practice English. SchMOOze University is designed for English students to practice English. This gives students practice in writing in English as well as experience with actual communication in English.

5.4 Student-Made Web Pages  

In order to teach students to make web pages, I made explanations. (13a) However, it is too much trouble to teach making web pages, so I provide two models of simple web pages, including links. All students have to do is copy them and change the information. This is an easy way for students to make web pages. (13b)

For writing courses, the first assignment is usually a self introduction. I have made several web pages related to that assignment. I explain what a self introduction is, why we write them, and what is important. (14a, 14b) After students write their self-introductions and put them on the web, group members read them and ask the writers questions. (14c) After students collect the questions from other group members, they rewrite their self-introductions to include answers to those questions. (14d) The amount of writing is increased, and it is more clear and concrete.  

After students finish this assignment, they read “Asking Questions” and study how to gather information using questions. (14e) They analyze their own questions and evaluate whether they asked good questions. (14f)

As for the self introduction, students evaluate their group members’ writing using the paragraph evaluation form. (14g) They study characteristics of good paragraphs, using three web readings about writing good paragraphs. (15 a-c)

What I emphasize is not studying but learning, that is, I believe students should do more than accumulate knowledge. They should learn principles and learn how to analyze, how to evaluate, etc. They can apply these skills to other courses and to what they do in the future. I have made a reading explaining this difference between studying and learning and have put exercises on the Internet. (16a, 16b, 16c) I made an assignment for students to keep a learning journal. (16d) However, most students still have difficulty understanding this distinction. 

5.5 Graded Reader Database

Reading graded readers is very popular. I have posted lists of graded readers and also a handout entitled “Pleasure Reading,” which explains what graded readers are, how to read them, how to choose appropriate ones, etc. (17a, 17b)

A recent project is making a database of these graded readers. Students read a book and write a description following the format I have prepared. (17c, 17d) I have put those descriptions on line alphabetically for the future readers. Since the list of graded readers only has information about the title, author, publisher, etc., this database of descriptions and comments can be used by students to help them decide which book to read. (17e)

5.6 Listening Materials

From this year, I have put some listening materials on line. I assigned my students to transcribe some tapes. (18) Each tape was about nine minutes long, and three students worked together. First they transcribed one third of the tape each, and then they put the transcriptions on the web. Three people checked them and made corrections and put them together. So now it is possible to listen to the tape as well as you can read them.

5.7 Finding and Evaluating Information 

Two important but difficult Internet-related activities are searching for information on the Internet and evaluating information once it is found. There are search engines, subject directories, and searchable sites to help users find information. I have made readings to teach searching as well as netsurfing. (19a) After students find web pages that they are looking for, they have to evaluate them and decide whether they trust them or not. (19b) I have instructions for using AltaVista to find information. (19c)

I teach students about useful web resources for studying English and have them find resources and learning materials using search engines or searchable sites. I emphasize the importance of evaluating web pages.

After learning to find and evaluate information, students can use those skills in making web pages. One assignment that students enjoy is making their own web sites on certain topics. The main theme of one of my classes was studying abroad. Students chose one particular university where they wanted to study and made a web site with links and information for students interested in going there to study. 

Some students are assigned to make their own web pages on a given topic. This process involves composition and peer evaluation. Students' projects are posted on the Internet, which increases their motivation to work. When giving this assignment, I first show students some model projects. (20a-h) Students carefully read and evaluate two of them. Then we discussed those samples in class. This gives students a sense of what is good and bad in making a web page and of how they can make good web pages themselves. Then I give students a specific task to work on. (21a-c) I show them some resources (22a-c) and former students’ work (23a-f). They spent about seven weeks to finish the site with several pages. I teach about plagiarism (24a) and make sure students understand how their pages will be evaluated, using the evaluation sheet (24b). While they are working, some students give short oral presentations about what they are doing (24c). At the end of the class, they give formal presentations about their projects.

6. Conclusion

I have been using the Internet to teach English in various ways for several years. It can provide materials, and web pages are useful for showing models, doing collaborative tasks, and discussion of students' work, and for building models and providing information for future students. The Internet can make administration of courses easier.

Note

1 This work was funded by Doshisha University's Research Promotion Fund, 2000-2001, and a Grant-in-Aid for Exploratory Research, 1999-2001, from the Japan Society for the Promotion of Science.

2 You can see the appendix at http://ilc2.doshisha.ac.jp/users/kkitao/library/handout/jaltcall/jaltcall2002.htm,  where you can click on links to the web sites.

Appendix

Administration

1 Bulletin Board

a Classes             Course Descriptions and Class Syllabi

http://ilc2.doshisha.ac.jp/users/kkitao/class/

b Class Bulletin Board    assignments and Name Lists with E-mail Addresses

http://ilc2.doshisha.ac.jp/users/kkitao/class/2002/s/pra.htm

Class Preparation

2 Class Bulletin Board   records for teachers

3 Library

a Class Materials for students

http://ilc2.doshisha.ac.jp/users/kkitao/class/material/

b Teaching Materials for teachers

http://ilc2.doshisha.ac.jp/users/kkitao/teacher/teacher.htm

c Resources for the Class (Word file)

http://ilc2.doshisha.ac.jp/users/kkitao/library/handout/lioj/２０%20Internet%20Sites.doc

d Lists for teachers

http://ilc2.doshisha.ac.jp/users/kkitao/online/list/lis-tefl.htm

e Handout Library  You can share with other teachers.

http://ilc2.doshisha.ac.jp/users/kkitao/class/material/handout/

f Homework Library

http://ilc2.doshisha.ac.jp/users/kkitao/class/material/homework/

Class Activities

4 Starting the Class

An English-Speaking World

http://ilc2.doshisha.ac.jp/users/kkitao/library/student/kenji.htm

5 Typing

MikaType

http://www.asahi-net.or.jp/~BG8J-IMMR/

6 Internet

a Internet

http://ilc2.doshisha.ac.jp/users/kkitao/online/internet/art-inte.htm

b Netiquette 

http://ilc2.doshisha.ac.jp/users/kkitao/online/internet/art-netiquette.htm

7 World Wide Web (WWW)

Using the World Wide Web (WWW) 

http://ilc2.doshisha.ac.jp/users/kkitao/library/article/call/www.htm

8 E-mail

E-mail

http://ilc2.doshisha.ac.jp/users/kkitao/library/article/call/email.htm       

9 Writing E-mail Messages

a How to Write E-mail Messages

http://ilc2.doshisha.ac.jp/users/kkitao/library/student/writing/e-mail.doc

b Writing Clear E-Mail Messages

http://ilc2.doshisha.ac.jp/users/kkitao/library/student/writing/clear.doc

c Writing Concise E-mail Messages

http://ilc2.doshisha.ac.jp/users/kkitao/library/student/writing/concise.doc

d Smileys Used in E-Mail Messages

http://ilc2.doshisha.ac.jp/users/kkitao/library/student/writing/smileys.doc

e Abbreviations Used in E-Mail Messages

http://ilc2.doshisha.ac.jp/users/kkitao/library/student/writing/abbreviations.doc

f transitions

http://ilc2.doshisha.ac.jp/users/kkitao/library/student/writing/transition.doc         

10 Lists for Students

a Computer Lists, Newsgroups on Usenet, and E-Mail Newsletters

http://ilc2.doshisha.ac.jp/users/kkitao/library/article/call/list.htm

b SL-LISTS:INTERNATIONAL EFL/ESL EMAIL STUDENT DISCUSSION LISTS

http://www.latrobe.edu.au/education/sl/sl.html

11 Chat

On-Line Chat Information and Chat Sites

http://ilc2.doshisha.ac.jp/users/kkitao/online/www/chat.htm

12 MOO

SchMOOze University

http://ilc2.doshisha.ac.jp/users/kkitao/class/schmooze.htm

13 Making Web Pages

a Making Simple HTML Files

http://ilc2.doshisha.ac.jp/users/kkitao/online/www/kitao/int-www.htm#adv

b Kitao  self introduction  sample

http://ilc2.doshisha.ac.jp/users/kkitao/library/handout/jaltcall/kitao-1.htm

14 Self Introduction Assignments

a Self Introduction (Word file)

http://ilc2.doshisha.ac.jp/users/kkitao/library/student/writing/self.doc       

b Writing a Self Introduction

http://ilc2.doshisha.ac.jp/users/kkitao/class/2002/s/self.htm

c Reading a Self Introduction and Asking Questions

http://ilc2.doshisha.ac.jp/users/kkitao/class/material/homework/self2.htm

d Rewriting Your Self Introduction

http://ilc2.doshisha.ac.jp/users/kkitao/class/material/homework/self3.htm

e Analyzing Your Questions

http://ilc2.doshisha.ac.jp/users/kkitao/class/material/homework/question.htm

f Asking Questions

http://ilc2.doshisha.ac.jp/users/kkitao/library/student/question.htm

g Paragraph Evaluation

http://ilc2.doshisha.ac.jp/users/kkitao//class/project/paragraph.htm

15 For students who have problems with paragraphs

a The English Paragraph

http://ilc2.doshisha.ac.jp/users/kkitao/library/student/textbook/essay.htm#paragraph

b The Topic Sentence

http://ilc2.doshisha.ac.jp/users/kkitao/library/student/textbook/paragraph.htm#topic

c Transitions

http://ilc2.doshisha.ac.jp/users/kkitao/library/student/textbook/b-parag.htm#trans

16 Studying and Learning

a Studying and Learning 

http://ilc2.doshisha.ac.jp/users/kkitao/library/student/learning.htm

b Exercise (Word File)

http://ilc2.doshisha.ac.jp/users/kkitao/class/material/handout/study.doc

c Exercise 2 (Word File)

http://ilc2.doshisha.ac.jp/users/kkitao/class/material/handout/learning.doc

d Keeping a Journal 

http://ilc2.doshisha.ac.jp/users/kkitao/class/material/homework/journal.htm

17 ESL Graded Readers

a Pleasure Reading 

http://ilc2.doshisha.ac.jp/users/kkitao/class/material/graded/pleasure.htm

b ESL Graded Readers

http://ilc2.doshisha.ac.jp/users/kkitao/class/material/graded/

c Book Descriptions

http://ilc2.doshisha.ac.jp/users/kkitao/library/resource/book/graded.htm

d Book Report

http://ilc2.doshisha.ac.jp/users/kkitao/class/material/graded/eslbook.htm

e Project for Future Readers of Graded Readers 

http://ilc2.doshisha.ac.jp/users/kkitao/class/material/homework/graded.htm

18 Listening Materials

http://ilc2.doshisha.ac.jp/users/kkitao/library/student/listening/

19 Web Resources

a Searching for Information

http://ilc2.doshisha.ac.jp/users/kkitao/class/project/searching.htm

b Evaluating Internet Resources

http://ilc2.doshisha.ac.jp/users/kkitao/class/project/evaluating.htm

c Using AltaVista

http://ilc2.doshisha.ac.jp/users/kkitao/class/project/AltaVista.htm

20 Student Projects Samples

a Doshisha

http://ilc2.doshisha.ac.jp/users/kkitao/doshisha/

b The Shuon'an Ikkyuji Temple

http://ilc2.doshisha.ac.jp/users/kkitao/japan/ikkyuji/

c History and Legend in Shimoda, Japan

http://ilc2.doshisha.ac.jp/users/kkitao/et/shimoda/s3.htm

d Santillana del Mar

http://ilc2.doshisha.ac.jp/users/kkitao/library/resource/spain/Santillana.htm

e Christmas in New York

http://ilc2.doshisha.ac.jp/users/kkitao/library/resource/NewYork/

f Educational Tours

http://ilc2.doshisha.ac.jp/users/kkitao/et/ 

g Ireland

http://ilc2.doshisha.ac.jp/users/kkitao/library/resource/ireland/

h Kyotanabe

http://ilc2.doshisha.ac.jp/users/kkitao/japan/kyotanabe/

21 Assignments for Student Projects

a Writing a Proposal

http://ilc2.doshisha.ac.jp/users/kkitao/class/material/homework/proposal.doc

b Final Project

http://ilc2.doshisha.ac.jp/users/kkitao/class/material/homework/final.doc

c Final Project 2

http://ilc2.doshisha.ac.jp/users/kkitao/class/material/homework/final2.htm

22 Resources for Student Projects

a Study Abroad

http://ilc2.doshisha.ac.jp/users/kkitao/online/www/study.htm

b Japan and Japanese Language

http://ilc2.doshisha.ac.jp/users/kkitao/online/www/japan.htm

c Books on Japan

http://ilc2.doshisha.ac.jp/users/kkitao/japanese/online/japan.htm

23 Former Students' Projects

a Studying Abroad

http://ilc2.doshisha.ac.jp/users/kkitao/class/2000/s/practicum/project/

b Web Pagesfor English Practicum Class

http://ilc2.doshisha.ac.jp/users/kkitao/class/practicum/

c Books on Japan

http://ilc2.doshisha.ac.jp/users/kkitao/library/resource/book/japan.htm

d Useful Information for International Students, Residents, and Visitors

http://ilc2.doshisha.ac.jp/users/kkitao/library/student/japan.htm

e Doshisha Students' Projects

http://ilc2.doshisha.ac.jp/users/kkitao/class/material/project/

f Classes (Students' web pages and e-mail addresses)

http://ilc2.doshisha.ac.jp/users/kkitao/class/

24 Other Materials for Student Projects      

a Plagiarism (Word File)

http://ilc2.doshisha.ac.jp/users/kkitao/class/project/Plagiarism.doc 

b Project Evaluation

http://ilc2.doshisha.ac.jp/users/kkitao/class/project/project.htm

c Public Speaking (including evaluation form)

http://ilc2.doshisha.ac.jp/users/kkitao/library/student/public.htm 

References

a Internet o Shiyoshita Eigo Kyoiku no Kokoromi [Using the Internet for Teaching English] , Doshisha Studies in Language and Culture, 1(1), 195-220.

http://ilc2.doshisha.ac.jp/users/kkitao/japanese/library/article/riyo.htm

b Student-Constructed Web Pages for Intercultural Understanding

  FLEAT IV

http://ilc2.doshisha.ac.jp/users/kkitao/library/article/fleat.doc

c Eigo Gakushusha niyoru Ibunka Rikai no Web Page Kochiku Project [English Students’ Constructing of Web=Page Projects for Intercultural Understanding], Doshisha Studies in Language and Culture, 3(4), 555-581.

http://ilc2.doshisha.ac.jp/users/kkitao/japanese/library/report/3-4.doc

d English Summary

http://ilc2.doshisha.ac.jp/users/kkitao/japanese/library/report/3-4-2.doc

e Internet Resources: ELT, Linguistics, and Communication

  Eichosha

http://ilc2.doshisha.ac.jp/users/kkitao/library/book/internet.htm

f Eigo Kyoikusha notameno Pasokon to Internet—Yori Kokateki na Eigo Kyoiku o Motomete [Personal Computers and the Internet for English Language Teachers—Seeking More Effective English Language Teaching]. Tokyo Yohanshuppan.

http://ilc2.doshisha.ac.jp/users/kkitao/japanese/library/book/internet.htm

Kenji Kitao teaches English at Doshisha University. His interests include intercultural communication and using the Internet for language teaching and research. He has published Intercultural Communication: Between Japan and the United States (Eichosha), English Teaching: Theory, Research and Practice (Eichosha), Fundamentals of English Language Teaching (Eichosha), Essentials of English Language Testing (Eichosha), and more than 50 textbooks.