This article discusses the need to bring coherence in writing from an abstract level to a concrete concept that can be described and taught. Teachers need to teach coherence by sharing its metalanguage with students. This can be done for example by using more specific comments such as “unclear reference” or  “inappropriate conjunction” instead of vague ones such as “the essay lacks unity.” The article offers a coherence checklist for students to self-edit and to review their peers’ writing.

The article introduces a WebQuest, an inquiry-based online learning activity, as a potential tool for content-based English for Specific Purposes (ESP). It provides a series of WebQuest tasks such as summary and synthesis tasks, design tasks, negotiation and interaction tasks, analytical tasks, and scientific tasks. The article has suggestions for the effective use of WebQuests for a content-based syllabus along with a discussion of the benefits of using WebQuests to develop academic skills.

This article describes a nine-week course in Web design that can guide students in the production of an electronic project. It discusses the importance of project-based courses in language teaching since they offer learners an opportunity to be creative, control their own learning, and produce something tangible. The article addresses the benefits and difficulties of teaching such a course.

This article discusses using journal tasks to help intermediate students with the challenges they face when they do independent reading in ESL/EFL reading classes. It describes the design, implementation, and integration of task journals designed to encourage students to think about content, reflection on the reading process, and vocabulary learning.