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1. Weaving the Web into an EAP Reading Program

   In: English Teaching Forum 2001, Volume 39, Number 2 Format(s): Text

   The authors share their experiences developing Internet reading activities for their students in an English for Academic Purposes (EAP) program. The authors chose reading material found on the Internet that was authentic, up-to-date, and would increase student interest and motivation to learn English. The authors share practical considerations as well as their experience adapting laboratory activities to increase student autonomy along with other lessons learned in the process of using Internet reading materials.

2. Integrating Authentic Materials and Language Skills in English for Science and Technology Instruction

   In: English Teaching Forum 2001, Volume 39, Number 2 Format(s): Text

   This article describes how a unit in an English for Science and Technology (EST) course integrated three learning materials: a research article from a scientific journal, an article from a magazine that reports on the scientific journal article, and an instructional video with its script. Instruction was focused on both content and rhetorical functions. The author shows how the language skills of reading, writing, speaking, and listening were used for each of the three materials.

3. From da Vinci to Recumbent... Velocity and the Velocipede

   In: English Teaching Forum 2001, Volume 39, Number 3 Format(s): Text

   This reading on bicycles is appropriate for intermediate to advanced students. The author traces the history of the bicycle back to the nineteenth century and describes major innovations in the technological development of bikes. Modern bicycle technology and impacts are also discussed. The article presents the etymology of the word bicycle and then offers translations into other languages, illustrating that in many cases a relationship to the root of the original word remains. Additional websites of interest are also included for further reading or follow up activities.

4. Online English-English Learner Dictionaries Boost Word Learning

   In: English Teaching Forum 2012, Volume 50, Number 4 Format(s): Text

   This article suggests that English language learners can benefit greatly from using learner dictionaries that are corpus-based, supply word frequency data, and offer collocation guides, authentic examples, and topical vocabulary. The author discusses teacher applications for each dictionary feature.

5. Digital Stories: A 21st-Century Communication Tool for the English Language Classroom

   In: English Teaching Forum 2014, Volume 52, Number 1 Format(s): Text

   This article lays out a 12-week digital storytelling project, describing the process in detail, including assessment, and pinpointing issues and challenges as well as benefits the project affords English language students.

6. Teachers Working Together: A Successful Community of Practice

   In: American English Webinars Format(s): Text, Video

   This session, "Teachers Working Together: A Successful Community of Practice," explores best practices and innovative ideas that can be shared and cultivated in a collaborative and engaging professional network called a Community of Practice (CoP).

7. Inquiry Notebooks for Twenty-First-Century Skill Development

   In: English Teaching Forum 2020, Volume 58, Number 3 Format(s): Text

   One way to incorporate inquiry-based learning and develop twenty-first-century skills is through inquiry notebooks. The article gives suggestions for using the notebooks in courses and provides a range of specific prompts designed to help learners think more critically and carefully over time.

8. Process Writing and the Internet: Blogs and Ning Networks in the Classroom

   In: English Teaching Forum 2011, Volume 49, Number 2 Format(s): Text

   This article presents a student-centered technique for teaching writing to ESL and EFL students who are familiar with Internet-based technology. There are two classroom lessons which use blogs (an Internet-based diary tool accessible by many) and Ning networks (an Internet-based network created for small groups for a small fee). A process-writing concept focuses on students’ social relationships and interests. Step-by-step directions are included for teachers and students who may be less familiar with these two technologies.

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