Free IT or IT-free

China University of Geosciences (CUG), which I am working for, has carried out a college English teaching reform, in which IT is highly involved in L2 teaching. Several classes of the students are selected to participate in a computer-based L2 learning course, in which students learn English using computer.

The in-class computer-based instruction will be given in a computer lab. Instead of classical instruction, they will log in to a training program in a website designed especially for them by the textbook publisher, which is commercially prepared and teaches language skills. Also, students are authorized to access all the other web resources and to utilize the IT convenience. There will be an instructor in the classroom who won’t teach directly but answer students’ questions regarding the web-site and language proficiency and skills taught in the web-site.

In my opinion, the language learning tasks fall on the “liberated” learning system, because students can be actively involved in constructing knowledge for themselves with the assistance of a teacher. At the same time, their learning time and place are constrained even though they can learn at their own pace. Besides, a training program is pre-designed for the learners, in which the topic and content are focused.

The incorporation of IT into L2 learning has aroused heat dispute over the roles of teacher and student, the “freedom” granted to students self-learning, and the self-control of students. It is not easy to incorporate “liberated” or “free” tasks into L2 teaching.

ROLE OF STUDENTS IN POLICY MAKING

Students are the real field players in the 21st century. Policies have made explicit requirements for English language abilities required for all Japanese people. With the progress of globalization, it is important, while focusing on speaking and listening communication abilities in the initial learning stages, to acquire comprehensive communication abilities in "istening," "speaking," "reading," and "writing," from the perspective of "English as a means for communication," in order to foster "Japanese with English Abilities." Through instruction, basic and practical communication abilities will be acquired so that the entire public can conduct daily conversation and exchange information in English. At the same time, personnel who need English for their work, such as for professional or research reasons, will acquire the English necessary for their fields by building on their basic English abilities. It is important for all Japanese people to aim at achieving a level of English commensurate with average world standards based on objective indicators such as STEP, TOEFL, and TOEIC.
Japan's Education at a Glance 2005