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

Keeping Students on Task

Scenario in Bugeja’s article “Distractions in the Wireless Classroom” really happens in our classroom for the wide use of laptops and improved wireless accessibility. Some teachers are quite annoyed by the abuse of laptop during their lectures. Generally, students feel comfortable learning with laptops, but many prefer doing other things with their laptops in class: surfing the Web, doing their email, talking in chat rooms, or instant-messaging with a friend. No matter what they may believe, they can't concentrate on two activities, neither of which is semi-automatic like driving, at the same time. Here are several ways to discourage this discourteous and distracting behavior:
1. Tell students to keep their laptops closed unless they are doing an online task that teacher assigned.
2. Set specific objectives for them to accomplish in their in-class laptop assignments, and hold them accountable—e.g., randomly ask students or teams to report their progress to the entire class.
Set tight time limits for these assignments.
3. Walk around the room and stand in the back to monitor their screens during these assignments.
4. Have students bring their laptops to class only on certain days, and tell them explicitly not to bring them the other days.

Evaluation of Site 7

7. http://www.esl-galaxy.com/multimedia.htm SEFL-Access Learning

This website, operated by a group of ESL teachers, is a good place for students to freely learn new vocabulary with videos and also test their grammar and vocabulary, using highly interactive quizzes, built with flash. Teachers can use this page as a lab for their students to practice. There are resources for all levels of ESL students. Note that links may point to another site, but these sites belong to the ESL galaxy. This site is just making access easier for you.

FREE ESL/EFL Teaching Materials & Student Resources are provided, especially

Self-Grading Quizzes: Any good language student soon realizes that s/he cannot acquire all the language in the classroom. Such students always look for materials for learning through a self-access method. This multimedia student lab offers self-grading FLASH QUIZZES & more, for grammar, vocabulary, reading & writing practice.

Interactive Videos: ESL Videos, created from PowerPoint presentations are a never-before-seen method of acquiring vocabulary, pronunciation, listening, reading & spelling. The site has received great comments from students who now use these resources for self-tutoring.

Evaluation fo Site 6

6． http://depts.gallaudet.edu/ESL/ Plain-designed on-line quizzes

This site is part of the Gallaudet University web. It is simply designed to serve Language teaching and leaning. No advertising, no disturbing picture, no unnecessary imformation. These lessons were written by Dr. James L. Madachy, with the aim of helping you learn about English language structures and vocabulary and give you reading practice.

To use this site, simply click on the name of the lesson you want to practice OR the lesson your teacher has asked you to complete.

Different forms of exercises and quizzes (including cloze, multiple choice, error correction, vocabulary matches, crossword) are well organized specifically for language students to practice specific language abilities. All have hints unless specified.

Evaluation of Site 5

5．http://www.esl-lab.com/ offers free audio and video quizzes

Randall's ESL Cyber Listening Lab is hosted by Randall Davis, whose areas of interest and specialty include CALL, video technology and language teaching, as well as learner autonomy. This site is especially recommended because it is well design for ESL students to practice and test their listening capability, which is quite different from other Sites I have evaluated. It serves as a warehouse to offer Free audio and video quizzes (including related software) for all levels of English learners. It provides

* General Listening Quizzes (Learn everyday conversation with adult and children's voices)
* Listening Quizzes for Academic Purposes (Prepare for TOEFL/TOEIC )
* 20-Minute ESL Vocabulary Lessons (Build vocabulary and pronunciation of key vocabulary)
* Language Learning and Life Tips (Life-skills tips with audio )
* Long Conversations with RealVideo (Watch and learn with interviews and conversations)

All these sources are easily accessible because of the plain and friendly design.

Evaluation of Site 4

4．http://a4esl.org/q/h/ Self-Study Quizzes for ESL Students

For students for whom English is a Second Language, I also highly recommend the Self-Study Quizzes for ESL Students, a project of The Internet TESL Journal, which has thousands of contributions by many teachers.

That site contains hundreds of quizzes, including Grammar Quizzes, Learn about Places While Answering Grammar Questions, Homonyms, Idioms, Phrasal Verbs & Slang, Scrambled Words, Vocabulary Quizzes, Holidays, Trivia and Misc. Most of them are contributed by ESL teachers (and some students) from all over the globe.

The separate "HTML-only" listing is maintained for those who are using portable devices or computers that cannot use the Flash plugin or do not support JavaScript. It is optimized for Speed & Ease of Use. No Advertising, No Nonessential Images, No Nonsense. With this considerate design, students can easily access the web site, join and enjoy the quizzes.