Web-based English learning Web-based English learning and teaching in Taiwan: and teaching in Taiwan:

Possibilities and challengesPossibilities and challenges

by Wen-shuenn Wu ( 吳文舜 )Department of Foreign Languages &

Literature, Chung Hua UnviersityHsinchu, Taiwan

E-mail: wswu@chue.du.twWebsite: http://www.chu.edu.tw/~wswu

Introduction (1)Introduction (1)

• In 1969, the Advanced Research Projects Agency Network (ARPANET) of the U.S. Department of Defense was the world’s first operational packet switching network.

• Computer-Assisted Language Instruction Consortium (CALICO) was established in 1984.

• In August 1991 Tim Berners-Lee publicized his new World Wide Web (WWW) project.

introduction (2)introduction (2)

• In 1993, Tim Berners-Lee created HyperText Markup Language (HTML), a computer language designed for the creation of web pages, and HyperText Transfer Protocol (HTTP), a primary method used to convey information on the WWW.

introduction (3)introduction (3)

• Since the 1990s, many researchers have used email in foreign language instruction (Lunde, 1990; Soh & Soon, 1991; Kelm, 1992), in writing (Hawisher & Moran, 1993), and in comparison of different communication modes (Mabrito, 1991; Kern, 1995; Warschauer, 1996a).

introduction (4)introduction (4)

• Chapelle (2000) pointed that while pre-network CALL learners in 1980s interacted with a computer program, users after the middle of 1990s usually interacted with other people in NBLT (network-based langague teaching) activities (p. 204).

application of Internet to EFL application of Internet to EFL teaching & learningteaching & learning

• Keypal Exchange for Collaborative Learning– participation of class members– collaboration of language learners– interaction of students between the computer-

assisted setting and face-to-face classroom– Intercultural E-mail Classroom Connections

(IECC)

• Listserv and BBS for Information Sharing– listserv for teachers (e.g. TESLCA-L)– BBS for students

application of Internet to EFL application of Internet to EFL teaching & learning (cont.)teaching & learning (cont.)

• Computer-Mediated Synchronous Interaction– Instant Messenger (e.g. MSN messenger)• experimental 4-hour online virtual class with MSN

Messenger by Wu (2004).

• learning effectiveness was not satisfactory, but interaction with teacher was satisfactory

– Internet Telephony Skype

application of Internet to EFL application of Internet to EFL teaching & learning (cont.)teaching & learning (cont.)

• Blogs– the visibility of blogs in Taiwan is pretty low

(75% of my students in university hadn’t heard about what a blog was before I asked them to created on in 2004)

– advantages: user-friendly, graphical user interface, peer editing, automatic date-stamping for each post, automatic archiving

application of Internet to EFL application of Internet to EFL teaching & learning (cont.)teaching & learning (cont.)

• Web Sites as a Learning Community–Multimedia Presentation

• text, photo, audio, animation, and video

–Dynamic Interaction• CGI, Javascript, PHP, ASP

–Database-enabled Interactivity• combined with database

guidelines of Web-based EFL guidelines of Web-based EFL teachingteaching

• Consider Carefully Your Goals–One of the ideal goals is to develop

students’ “technology-enhanced literacy and communication skills in the English language classroom”. (Warschauer, Shetzer, and Meloni, 2000)

guidelines of Web-based EFL guidelines of Web-based EFL teaching (cont.)teaching (cont.)

• Think Integration– how web-based activities can be integrated

into the overall design of a course rather than how to use them in an isolated, disconnected fashion.

• Don’t Underestimate the Complexity– trouble shoot computer problems

(hardware, software, compatibility, or network)– It’s more complicated if it is a cross-

cultural synchronous communication.

guidelines of Web-based EFL guidelines of Web-based EFL teaching (cont.)teaching (cont.)

• Provide Necessary Support–work with the staff of computer center or

Internet-literate assistants

• Involve Students in Decisions– In a learner-centered, network-enhanced

classroom, teachers must learn how to shift their role from an authority to a guide or facilitator.

Challenges of Web-based EFL Challenges of Web-based EFL teachingteaching

• Technical Issues• Digital Skepticism– information overload can lead to techno-stress– computer-mediated synchronous communication

has generated more text with minimal interaction– learners’ disappointment due to a lack of

immediate feedback– without enough CALL training for English

teachers, NBLT simply result in learner apathy, disorientation and abuse

Challenges of Web-based EFL Challenges of Web-based EFL teaching (cont.)teaching (cont.)

• Time-Consuming– The use of computer may not save your time but

increase your preparation time.

• Credibility of Web sites– Are articles of the web site genuine and credible?

• Stable and fast accessibility of Web sites– If the network traffic stalls, how long will it be

before you give up viewing a web site? (20 seconds, 30 seconds, or 1 minute?)

Challenges of Web-based EFL Challenges of Web-based EFL teaching (cont.)teaching (cont.)

• Information explosion– Type “English learning” as a key word in Google

search engine 55,600,000 matched web sites in 0.08 second.

So What?So What?

implications & conclusionimplications & conclusion

• The computer itself, like any other educational technology (e.g., overhead projectors, tape recorders, CD players), does not bring about improvements in language learning. Never can they substitute English teachers. Engaging in CALL and NBLT is a continuing challenge that requires time and commitment. Internet is just a fast, convenient, and powerful learning tool; what matters is social interaction behind it.