The course, Internet-Based Language-Instruction succeeded the
previous CALL-based class, Computer Assisted Language Learning. The course
built and expanded on many of the topics and ideas covered previously; however,
focused solely on the Internet stream of computer assisted language learning.
The course was split into two modules. Module 1 - Locating, using and building
Internet resources for second/foreign language teaching, focused on general
features of the Internet. This included the history of the Internet, conducting
web searches utilizing the various online search engines and an introduction on
how to create webpages using standard HTML, WYSIWYG programs, blogs or wikis.
Module 2 - Locating, using and building Internet resources for second/foreign
language teaching focused solely on tools and theories pertinent to CALL. These
included research done on utilizing computer-mediated-communication in language
education, web-based activities and online testing.
One theory that we
often came across in the required readings is that
computer-mediated-communication can sometimes bring out the better of the more intraverted student's
communication skills. One of the major drawbacks to doing a distance learning
degree is that it is not too uncommon to come out of an entire semester not even
knowing the name of a fellow classmate. The interactive student-to-student
social environment is something that can be found lacking when students are
based in various parts of the world.
The online discussion postings,
which counted towards 40% of our overall grade made a huge difference I believe
in changing the dynamics of the social environment of the class. It became no
longer advisable to simply soldier on individually and students had to work
collaboratively in negotiating the meaning and discussing key points of the
readings. Moreover, the realization that our comments would be displayed on the
web for our classmates to see forced students to construct presentable,
well-thought postings, while also being able to share and absorb ideas with fellow
classmates. In fact, due to the nature of the synchronous
computer-mediated-communication posting boards, I would go as far to say that
it is quite possible that students found themselves communicating with one
another and actually saying more than they would in a real face-to-face
classroom environment!
The final project, creating our own TEFL-based
online portfolios was fitting for a course that focused on Internet-based
language-instruction. Representation on the Internet in having a functional and
professional website is a valuable feature in today's business world. This is
no difference for language teachers whose career opportunities will see no
geographic boundaries. The websites we have created are hopefully going to be the
start of a lifelong project that will enhance both our talents as teachers as
well as career opportunities. |