Advanced Search: Resources

1. Center for Applied Linguistics

   Format(s): Text, Website, Image / Poster / Maps

   The Center for Applied Linguistics offers everything from information on immersion programs to the newest research and guidance on best practices for teachers. Visit regularly to keep up to date on research-based strategies and practical hands-on tools to help develop effective classroom activities.

2. Using Web Resources in a Public Speaking Class

   In: English Teaching Forum 2003, Volume 41, Number 2 Format(s): Text

   This article describes ways to teach public speaking students how to efficiently locate information on the Internet, how to quickly evaluate and analyze those resources, and how best to navigate the Web. The author’s lesson leads the students through a Web-based scavenger hunt, included in the article, and has information about how to evaluate sites. The author expands on these lessons to show the students how the Internet can help prepare and deliver a speech.

3. Speaking and Listening Online

   In: English Teaching Forum 2005, Volume 43, Number 3 Format(s): Text

   This article gives an overview of online technology for developing students’ listening and speaking skills. The author explores websites for both receptive and interactive communication and discusses the benefits and limitations of the technology as well as possible classroom activities. The article argues that the quality of the programs supports their use in the second language classroom.

4. Integrating Multimedia Technology in a High School EFL Program

   In: English Teaching Forum 2006, Volume 44, Number 3 Format(s): Text

   The author describes a Technologically Enhanced Language Learning program in Venezuela and how it helped improve high school EFL instruction. The author presents six challenges of teaching EFL and describes the context for the program. The author then provides a rationale for using multimedia in language teaching, based on theoretical frameworks. Following that, the author describes the English Learning Center, its materials, activities, and evaluation. The students’ perceptions of the center are also addressed.

5. Creating Meaningful Web Pages: A Project-Based Course

   In: English Teaching Forum 2002, Volume 40, Number 3 Format(s): Text

   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.

6. VoIM-Mediated Cooperative Tasks for English Language Learners

   In: English Teaching Forum 2008, Volume 46, Number 4 Format(s): Text

   This article discusses how computer-mediated communication, negotiation of meaning, and cooperative task-based learning can be combined in a VoIM-mediated activity to benefit language learners. The author starts with a brief review of how the three aspects of learning can benefit language learners. The author then describes a VoIM-mediated cooperative task. The rest of the article explains how to set up the activity, including technical requirements, planning in eight stages, and materials selection.

7. Using Mobile Phone Technology in EFL Classes

   In: English Teaching Forum 2008, Volume 46, Number 4 Format(s): Text

   This article explains how students can use their mobile phones to produce video projects and use English for meaningful communication. The author first explains what communicative competence is and why it is important. The author then discusses difficulties of putting principles of communicative language teaching into practice, which is the main rationale behind the author’s idea. Finally, the author describes four video projects and several activities based on mobile phone features.

8. What Mary Shelley Never Wrote: Using Basic Computer Skills to Enhance Student Writing

   In: English Teaching Forum 2003, Volume 41, Number 2 Format(s): Text

   This article describes an inspired, well-managed process writing class project for intermediate language learners. The author used Mary Shelley’s book Frankenstein as a creative writing tool in class to develop writing and computer skills. Students read and discussed the book. Working in a collaborative format, students wrote a short story sequel to the novel and offered revision advice in a workshop format. The sequels were then compiled and shared with beginner language learners. The author pointed out that the sense of audience was also established with this project.

9. Quick Start Guide

   In: Trace Effects Teacher's Manual Format(s): Text

   The Trace Effects Quick Start Guide instructs teachers and players on how to play Trace Effects, the exciting, collaborative English language learning game developed by the Department of State. The guide provides information on logging in, gameplay, and installing the Trace Effects DVD for use in home and lab environments.

10. How to Set Up Oral Homework: A Case of Limited Technology

    In: English Teaching Forum 2010, Volume 48, Number 3 Format(s): Text

    This article discusses the benefits and challenges of having students complete oral homework as a way to practice speaking skills. The author explains the technology necessary as well as steps to follow when using this type of homework when designing a course. Also provided is a detailed list of assignments that can be completed orally (as an individual or in a group) and how a teacher can give feedback on this work and keep records.

Pages