Using the Internet in EFL
Item
A 7-page PDF document available online.
Author and Date
David A. Trokeloshvili and Neal H. Jost.Aug. 1997.
Description of Content
A detailed description of the experiment (introducing Internet and intranet network in schools) and its influence on student needs and teacher goals.
Outcomes & Main Issues
- Identified the basic student needs and teacher goals related to the use of the Internet in EFL.
- Recognized primary constituents of the introduction to the computer process.
- Introduced major requirements for using the Internet in EFL.
- Pointed to the influence of the Internet on writing skills.
Issues covered
Achievements in the English language learning process when CALL is used
The major positive outcome of using the Internet in the classroom is the overall improvement of writing skills because students are provided with access to vast resources of information, which might both make the writing more accurate due to the availability of facts and creativity. Moreover, this system is connected with the introduction of the intranet network, which offers options for communication, i.e. practicing both formal and informal English language, thus helping to develop proper skills.
Native speakers in ELT
Native speakers affect language fluency because they use different forms of contractions, linking, and assimilations. In the case of using the Internet in the classroom, students have access to audio resources, which eliminates the risks mentioned above.
The importance of authenticity of the learning material
As the focus is made on writing, the authenticity of learning materials is critical because, in case of ignoring it, the students might choose to neglect the quality of their work.
Using authentic materials with EFL/ESL students
Item
A 6-page PDF document available online.
Author and Date
Charles Kelly, Lawrence Kelly, Mark Offner, and Bruce Vorland. 2000.
Description of Content
A detailed description of different authentic materials that can be used in work with EFL/ESL students as well as the procedure of choosing appropriate tools and potential challenges, which might appear during the implementation of the new system.
Outcomes & Main Issues
- Explained ways to turn authentic materials in an effective tool for organizing the work of EFL/ESL students.
- Recognized the role of authentic materials in increasing the effectiveness of English classes.
- Pointed to a great variety of authentic materials, which can be used in a classroom.
- Stated that authentic materials are beneficial for creating a multidimensional atmosphere in the classroom.
Issues covered
Achievements in the English language learning process when CALL is used
The major advantage of using authentic materials is the fact that they are beneficial for creating a multidimensional atmosphere in the classroom. It means that there are higher chances of increasing student involvement in the learning process and improving their performance due to positive motivation, i.e. interest in tasks. Also, because of a great variety of these tools, they help the students to develop critical thinking skills because authentic materials incorporate real-life issues and tasks in the deployed educational program. Finally, they are useful for making tasks diversified and challenging.
Native speakers in ELT
Native speakers tend to use reductions and ignore the criticality of word stresses. Also, they pause their speech if they hesitate in the correctness of an expressed idea, which might lead a non-native speaker into confusion. Because of these specificities, students might feel uncomfortable when around native speakers because of the lack of confidence in their language skills. Nevertheless, in the case of using authentic materials in the classroom, there are more opportunities for helping the students become more confident and teach them to function and communicate properly when in the English-speaking environment.
The importance of authenticity of the learning material
If learning materials lack authenticity, the most likely result is the drop in student involvement in the learning process. It can be associated with a lack of interest in completing tasks. More than that, there is a risk of failing to create a multidimensional environment – one, which commonly exists in the real world. Finally, there is a threat of choosing inappropriate materials because students’ level of skills and knowledge are ignored if learning material lack authenticity.