The Internet TESL Journal
The Internet and Foreign Language Instruction: Practice and Discussion
David A. Trokeloshvili and Neal H. Jost
trevil [at] gol.com
Department of Literature, Tokai University, Hiratsuka, Japan
While the use of the Internet in EFL is gaining popularity in universities across Japan, there has been no one unified method of instruction which has gained a wide following. Foreign language instructors, most often, experiment in various approaches and methods, seeking to integrate the new technology into their present curriculum. This is natural as the introduction of the technology is new to the EFL classroom, and requires constant investigation and experimentation. The aim of this paper is to put forth a method of instruction which has yielded favorable results in improved language production especially in written English, giving consideration to student needs and teacher goals. The paper will detail how a one-year composition course utilized the computer facilities at a major university in Japan. The course set out to familiarize students with basic typing skills and general computer usage, and went on to help them understand the Internet with the ultimate goal of using it to create well-designed, well-written and interesting home pages.
Students were involved in tasks and projects that required them to participate in newsgroup discussions via an intranet system, to learn how to use the Internet for general research purposes, to create home page maps, and to create text and materials for personal home pages. The course called on students to use written English in every aspect of the creation of their home pages. The balance between writing instruction and computer instruction was met with promising results in students gaining competence in both areas of instruction.
Brief Chronology
The introduction of the Internet into the EFL classroom in Japan has brought about many changes in the way instructors approach foreign language teaching. Perhaps the most significant changes have occurred in writing instruction. In the early 90s, many writing instructors moved their classes out of the traditional classroom into the computer room. Instruction was based on computer skills and writing production, both receiving equal emphasis.
Then e-mail was in the forefront with instructors setting up key pal connections; emphasis was, thus, placed on authentic communication and the speed of production for written text. The next area of interest was Intranet systems. Intranet systems provided students with an opportunity to have written discussions with their fellow classmates, to write on various topics, to state their opinions within a familiar framework, peers writing to peers for the purpose of sharing and exchanging thoughts and ideas. In general, the instructor served as a facilitator, monitor, and commentator--providing students with relevant writing topics, making sure there is equal participation, and being a higher authority on the issues discussed.
Presently, the production of home pages has gained immense popularity in foreign language writing instruction. It allows for the integration of the many different facets of computer technology--basic word processing: e-mail and key pals, Internet searches, and Intranet communication projects--into the writing processes. And most importantly it provides an opportunity for students to enjoy writing in English with the role of the instructor being not only a facilitator and writing instructor, but also a web technician.
Needs and Goals
Essential to any web-based course is thoughtful consideration of student needs and teacher goals. While the two often exit hierarchically, with student needs given less consideration, a web-based course allows for more equality in teacher expectations and student needs as student enthusiasm is naturally promoted by the technology and the excitement of creating a personal home page. The following chart illustrates student needs and teachers goals, and presents a model of what teachers might consider in planning a web-based course:
Student Needs
Need for writing practice.
Need for writing with a real purpose in mind.
Need for authentic audience.
Need for reward or fruit of labor.
Need for feedback.
Need for motivation.
Need for new challenge
Need for peer evaluation
Need for something new.
Need for new skills.
Need for skills for future employment.
Need for creativity.
Need authenticity in writing.
Teacher Goals
Improved writing in all areas.
Higher awareness/consciousness.
Writing with a purpose.
General understanding of the technology.
Active communication.
Student enthusiasm.
Understanding of the Internet.
Students working cooperatively.
General understanding of web research.
General computer/typing skills etc.
Comprehensive understanding...computers
Work outside usual instruction paradigm.
Self-Expression in student work.
Such a model is based on the notion that students do in fact, whether consciously or otherwise, bring to class a set of personal needs, and that teachers often have a goal oriented agenda for the students. It suggests that the relationship between the two factors need not be mutually exclusive, and that greater flexibility can be allowed in a web-based course. A web-based writing course creates a natural atmosphere in which students realize the experience of producing authentic and creative texts for a real audience, something new for most of them.
The following describes a general approach to computer and writing instruction. It has been met with favorable results in that students are eager to create their own home pages, are eager to produce written text for an authentic audience, and are eager to display their own individual talents which might not otherwise be recognized in a traditional classroom. The description will be made chronologically following a one-year syllabus. The contact hours were one and half hours per week over two 15 week semesters. There were 30 second year students in the class. Each student had access to an individual computer during class and unlimited access to a computer room outside of class.
Introduction to Computers
Perhaps the most important aspect of a web-based class is computer competence. Most our students have had little or no experience with computers; in fact, some to a limited degree fear high technology, which is an area in need of consideration. So initially students learn how to turn on a computer, and then work towards an understanding of opening and closing programs. That will provide a basis for further understanding of the operating system (OS), Windows 95. Once a basic understanding of the OS has been attained, students will work with simple word processing programs.
Students will write simple profile files which will later be included in their home pages. Germane to the understanding of computers and file creation is task repetition; that is to say, students receive a demonstration of certain usage techniques and then those techniques are repeated frequently. Task repetition allows all students to master the required computer functions for the class. Task repetition is also emphasized in gaining typing skills.
Typing Skills
It cannot be taken for granted that students who can actually produce written documents have typing skills. Learning basic keyboard letter assignments can be acquired without having any knowledge of typing. And without typing instruction many students do indeed follow such a course. At the onset of the program each student is given a typing program for an English keyboard with a Japanese interface, all menus coming up in Japanese. Students are required to keep a log of their typing practice. (They are also required to work outside of class.) It is hoped that all students will be able to type with reasonable competence. Typing at an advanced level is not a requirement for the course, yet a few students do go on to become rather proficient at typing, a skill they carry with them to the market place. In short, typing instruction is to provide students with a basic understanding of the keyboard layout and help them in their production of written text. It is emphasized at the beginning of the program.
Intranet and Newsgroups
The first area in which the students actually put their typing skills to use is within the intra-university newsgroup created specifically for the class. The computer center at our university can provide teachers with intra-university newsgroups. Such newsgroups are accessible only by those who can log onto the university system itself. As the system is rather easy to understand, only minimal instruction is required. What is more specifically required is a list of posting topics. It is a list of topics which students are required to post messages on. The list is student and teacher generated, giving a balance between the two. Topics are related to student life, family history, sports, music, food, pets, culture and views of the world, to illustrate a few. The requirements for posting essays/messages in the newsgroup are as follows:
Each student must post a message for each assignment.
Each student must post the message before the deadline.
Each student is asked to comment on other messages posted.
Each posting must have a name.
Each posting must be complete.
Posting must be made on a weekly basis.
The aim of the newsgroup is twofold: on the one hand, it is designed to help students develop fluency in writing, gain confidence in writing for a semi-public audience, and, most importantly, to help students in learning how to express themselves in written form; on the technical side, it is designed to help students develop and gain technical competence through repetition in typing, in opening and closing programs, in using e-mail for posting messages, and in receiving messages from the teacher. It might also be mentioned that the newsgroup provides a sense of community for the students as they are no longer commu