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1.0 Presentation Title:

Web Enhanced Language Learning in a Japanese University EFL Setting

Info of the presenter/ panelist:YASUDA, Masami,

Kwansei Gakuin Univ., myasuda@kwansei.ac.jp

http://myasuda-web.hp.infoseek.co.jp/myindex.html

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1.1 Abstract:

The use of Internet, in particular, rich authentic Web sources, is becoming more popular in foreign language teaching.  As with the printed reading materials, however, we are all the more concerned with how to guide the learners to make more productive use of the target language, using Web resources.

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1.1.1 Abstract: 2

The presenter will discuss and demonstrate how to organize the so-called "Web-enhanced" language learning (WELL), in particular, for oral and written communication in 'regular' EFL classes on a university level. The presentation is a report on a three-year filed study of WELL teaching, with many trials and errors.

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WELL: Web Enhanced Language Learning

http://www.well.ac.uk/wellproj/booklet/booklet.htm

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1.1.2 Abstract 3

It will introduce a few examples of actual lesson plans, students' project work, and findings from a questionnaire study for a few semesters.

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1.1.3 Abstract 4

It will also introduce classroom setup and software, as well as IT tools, most of which are free services. Since the syllabus design to be presented is still developmental, suggestions and discussion from the floor will be much appreciated.

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2.0 IntroductionThere are notably two major

trends in the teaching of English profession.

One is the need for implementing communicative language teaching (CLT) and,

the other is that of web or Internet technology or resources. How can one incorporate such two major objectives in organizing teaching syllabus? Actually, it is easier said than done.

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2.1.1 Kinds of questions to pose

How can we focus on meaning rather than forms?

How can we put communicative aspects in classroom - with or without the use of Internet?

How can we have interactive drills, so that students can actively

participate in class?Skip to Sec. 3: Use of Internet Skip to Sec 4: WELL

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4.0 "Web-enhanced" language teaching

I would like, now, to present my own experience of "Web-enhanced" language teaching, in particular, for oral and written communications in "regular" EFL classes on a university level.

Skip to Sec. 3: Use of Internet Skip to Sec 4.2.2: Exercises in conventional textbooks

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4.2 The class needs and purposes

At the Law Dept, at Kwansei Gakuin Univ., we offer two classes each for the two year required English courses.

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4.2.1.1 two kinds of classes for each year

Roughly speaking, one is for reading, and the other for communication. The credit hours of English total to 8 hours out of 16 hours in foreign language requirements.

Since 1987, we adopted a semester course for English, and since 1998 for all foreign language classes.

The classes where I adopted "Web-enhanced" language teaching are not specialized classes such as "information English" or "advanced" classes, but the general 'regular' EFL classes.

And these classes are named as "English Otsu" in Japanese, which places an emphasis on oral and written communication.

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4.2.2 I decided to make use of the resources on the Internet as the basic materials, so that I can motivate the students in my class toward the use of IT and computers.

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4.2.3 Syllabus - a list of bookmarks? At first, I thought I would organize

the syllabus to have the students present what they research and read authentic materials on the Web. There was a need to make a reading list on the bookmark format, with some annotations.

Quickly, I realized that it would not be too easy to prepare such a list in a year or so, and worse still the resources might be broken, by the time I begin teaching.

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4.3 authentic materials - only for reading? With a quick and easy access and

linkage, Web resources present an enormous amount of authentic materials - of various topics, from adventure games, short stories, even to ethics & philosophy.

In a way, they present a wide selection of reading materials, and thus it is possible,

for example, to organize a list of reading materials on the web in a form of bookmarks on the reading list.

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4.3- Questions - Reading to productive practice? But there arise a number of questions.

Is it only useful for reading? How can we control the difficulty level

of the reading materials on the web? How can we structure the genre or

topics of the web resources? And more importantly,

how can we guide the learners to appreciate the contents

as well as, to guide them to make a productive

use of the target language, based on such rich resources?

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4.4 Traditional textbooks and the need for authentic materials and helpful exercises

4.4.1 Well, the other day I was visited by a representative of the textbook publisher, who asked me if I were using Internet resources rather than conventional textbooks.

My answer was YES, and I showed two representative textbooks or workbooks, one of which I have been adopting for my sophomore general English courses.

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Textbook - 2 He humbly asked if I were interested

in compiling textbooks that encourage the use of Web or Internet resources.

And then I started realizing a simple fact that there are more resource books on how to make use of the Web or Internet resources than actual textbooks or syllabi in the market.

Is it really possible to compile such workbooks with tried and succeeded lesson plans?

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Textbook - 3

I never thought of such needs in the market in textbook publishing,

but I have been experimenting how to make use of the rich, authentic resources on Internet to organize communicative language teaching,

and that in a regular General English classes.

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4.4.2 Exercises in conventional textbooks As most of you, I myself had long

used such conventional textbooks where reading materials are organized with

such exercises as comprehension checks, True or False, Fill-in-the-blanks, Questions and Answers, open-ended

discussion and composition topics, and others.

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4.4.2 part 2Often reading materials are

enriched by the audio, videos resources

and recently lists of related web addresses which students can access for further reading.

More recent textbooks even go so far as to compile the web resource materials as the reading lessons, with such exercises that are proven useful in the past.

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4.5 Internet English (OUP) It took me almost a year and half

with trials and errors to come up with feasible lesson plans, which can be used for not 'special' or advanced', but 'regular' general English classes on a university level.

I have adopted a recently published and well-received textbook entitled

Internet English (Oxford University Press, 2000)

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4.6 How to make more productive use of the target language, using Web resources.4.7 from reading to writing

and discussion

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5.0 Examples of actual lesson plans - 90 min. Cycle - 3 classes to cover two topics Day 1 - homework topics - email or in class

smalltalk and other topics 5+ min.•due in two weeks or two classes ahead

Questions and Answer drills (topic #1)• Pair Drills - 10 min.• 15 to 20 students - 70 min.

Day 2 ( a week after) Questions and Answer Drills (topic #2) Discussion of ‘pros & cons’ - 20 min.

Day 3 ( 2 weeks after) - same as Day 1• 20+ students - 70 min.

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5.1 Homework - sample work separate Compile resources - web or library

Search engines Instructor’s bookmark collection file Publisher’s lesson portal sites

Stationary file - word processing Copy & paste allowed, but,

10 WH-Questions - a frame of mind Review of homework grading Winning the students’ trust that their

work is being graded by the first 3 topics

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6.0 Students’ project work

Separate video ouput (OHC)

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7.0 IT tools which are mostly free services. Internet Browser:

Netscape Communicator - both on Windows and Macintosh

E-mails Students: Outlook Express/Netscape

Communicator on Windows or Eudora Pro on Macintosh

Instructor: Eudora Pro on Macintosh Mailing List: no campus support

Since 2002 - started using Yahoo Group Instructor himself compiled E-mail

aliases from student master files

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7.3 Servers

Internet Server - off campus - freeweb provider with FTP - free server space

Intranet Server - on campus1 Students - mail file and other

documents - Windows NT Apple Share quota

2 Instructors/Managers - Macintosh with Apple Share in Law Dept. zone

http://myasuda-web.hp.infoseek.co.jp/myindex.html

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7.4 BBS - Bulletin Board On-campus BBS Alta Vista Forum

for classes - intranet only - accessible only from campus

client machines sine October, 2001, accessible

from off-campus as well

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AltaVista.EngIIZ.Screen01.pict

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AltaVista.EngIIZ.Screen02.pict

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KGBBS latest screen shot

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7.4.2 Off-campus BBS - aaacafe and others

URL: http://myasuda-web.hp.infoseek.co.jp/public_html/bbs_f/bbs100104.html

URL: aaacafe.ne.jp - free

http://www2.aaacafe.ne.jp/free/myasuda/main.bbs

http://www2.aaacafe.ne.jp/free/myasuda/eng1z.bbs

http://www2.aaacafe.ne.jp/free/myasuda/eng2z.bbs

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7.5 On-line quizzes authoring and delivery- QUIA and others QUIA - (login name: myasuda_kg)

http://www.quia.com/ QUIA - stores students' logs and

grades, but not item answers Class portal page URL http://

www.quia.com/pages/masamimystery.html Instructor mode:

http://www.quia.com/servlets/quia.web.QuiaWebManager?tagModuleType=10400

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7.4.3 Mailing List - pseudo groupware

Yahoo eGroup http://groups.yahoo.co.jp/mygroups

Other BBS - Groupware, etc. http://cgi.f11.aaacafe.ne.jp/~myasuda/t

reebbs/tree.php?mode=root 画像メモ

http://cgi.f3.aaacafe.ne.jp/~myasuda/gazoubbs/gazou.php

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7.5.2 Others - Mr. Irie's free software: JavaScript

based web MC quiz authoring http://www.iwai-h.ed.jp/~irie

• http://www.iwai-h.ed.jp/~irie/javascript/webquiz/

• 7.5.2.1.1.2 URL: http://www.kcc.zaq.ne.jp/myasuda/MysteryTour.Web.html.f/MysteryTourUnit6_Lines.htm

Multiple Choice question HTML generator - can not take students' logs or grades

Others - HotPotatoes: SuperCard based authoring software

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8.0 Findings from the tentative questionnaire study.

Questionnaire form - mirror html - no submit

http://myasuda-web.hp.infoseek.co.jp/public_html/eng2z.f/Questionnaire03.html

Summary of satisfaction rate and subjects

http://myasuda2.hp.infoseek.co.jp/public_html/LET2001_f/Fall01_f/00.Interim.Report_f/00.Interim.Report.html

Questionnaire results & analysis http://myasuda2.hp.infoseek.co.jp/public_html/LET2001_f/

CGI - free service http://server.com/WebApps/db-maint.cgi?id=102243 http://server.com/

jump to figure - questionnaire satisfy 2001 Fall

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9.0 Classroom setup and software

48 client machines at the Law Dept. 2001 - Macintosh PowerBook 1400c 2002 - Macintosh PowerBook G4 two Laser Printers in Mac Lab

http://myasuda.fc2web.com/public_html/kglaw-it.f/Replace2004.f/Yokensho082203.html

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9.3 Software

Internet Explorer or Netscape Communicator

MS-Office MS-Word 98 --> 2001 Excel PowerPoint

E-mail: Eudora Light -->PRO E-Dictionary - installed in HD from CD Kenkyusha's Bilingual Dictionary

American Heritage Dictionary

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10.0 Kwansei Gakuin Media Center (ITC) - Hardware configuration

Servers Description URL: http://

www.media.kwansei.ac.jp/system/service/index.html

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10.1.2 A. Server - old 1. STATHOST - DEC AlphaServer4100

5/466 Digital UNIX 4.0D 2. Mail Server - DEC AlphaServer1200

5/533Digital UNIX 4.0D with TruCluster 3. FileManager - DEC DIGITAL Server7305

WindowsNT Server 4.0 with DigitalClusters for WindowsNT

4. BBS - DEC AlphaServer1200 5/533Digital UNIX 4.0D

5. Course Server DEC DIGITAL Server5305 WindowsNT Server 4.0

6. PDC - DEC DIGITAL Server5305 WindowsNT Server 4.0

7. BDC - DEC DIGITAL Server3205 WindowsNT Server 4.0

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10.1.3 B. Network 1. DNS Fujitsu S-7/400Ui model 270D Solaris2.6 2. mail same as the above 3. NetNews Fujitsu S-7/400Ui model 270D Solaris2.6 4. proxy Fujitsu S-7/400Ui model 270D

Fujitsu S-7/300U model 170E Solaris2.6 Client Windows NT client machines - ca 700

stationsDIGITAL PC 5510 6266 - CPU- Pentium II 266MHz,

Memory:64MB, HD: 3GBURL:http://www.media.kwansei.ac.jp/system/

service/index.html

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Questionnaire Fall 2001 - How much are they satisfied?

http://myasuda2.hp.infoseek.co.jp/public_html/LET2001_f/ - scroll down to #15 for comparisons Return to 8.0 Links - Findings questionnarire

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Questionnaire - 2002 Spring & Fall- Gain Satisfy% by Semester

Gain:ClassSatis% (Y) By CLASS_Satis%July02 (X)

Summary of Fit RSquare 　　 0.32563 RSquare Adj

0.293517

Pearso r= -0.6319

Linear FitGain:ClassSatis% = 57.5 + 0.69792 * CLASS_Satis%July02

ScatterClassSatisfy2002.html

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Correlation matrix: 2002 Class Satisfy - Spring, Fall, Gain

Variable CLASS_Satis%July02

CLASS_Satis%:Jan03 Gain%

CLASS_Satis%July02 1.0000 0.2880 -0.6319

CLASS_Satis%:Jan03 0.2880 1.0000 0.5475

Gain% -0.6319 0.5475 1.0000

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VOA - Remembering 911 and Post 911 issues

http://myasuda-web.hp.infoseek.co.jp/public_html/BBCNews091201_f/BBCNewsAMERICASInPicture.html

http://myasuda-web.hp.infoseek.co.jp/public_html/WarIRAQ03.f/Links.f/Links032003.html

http://myasuda-web.hp.infoseek.co.jp/public_html/BBCNews091201_f/091101.htm

http://www.raycharles.com/flash/atb.swf

http://myasuda.at.infoseek.co.jp/public_html/BBCNews091201_f/Afghan092901.html

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VOA - North Korea issues since 2002

Menu

052204http://myasuda-web.hp.infoseek.co.jp/public_html/NorthKorea052204.f/

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Projects in progressautomatic scrolling, dictionary lookup

Use of JavaScript Tagged dictionary

lookup Automatic authoring Automatic scrolling

• Bilingual or timed reading

Pages to search by strings of texts

Tohoho CGI engine text2speech

Robot reading texts eBook authoring

Seasonal games