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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.

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.

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.

Interactive, task-based American English learning program produced by Voice of America.

PBS Kids helps to educate young learners in creative and fun ways. The educational content is aimed at children, with many interactive games and activities to aid in learning.

Educators need to learn how best to use the increasingly popular mobile phone technology to support learning in the language classroom. This author outlines the benefits as well as potential problems and solutions of mobile phone use, giving twenty practical ideas for classroom activities, such as using a voice recorder to capture conversations outside the classroom.

This article outlines a lesson plan for teaching modals of speculation that express degrees of certainty, using audio-visual techniques. It identifies the teacher's lesson preparation, required materials, and specific ways to engage students in the special interactive environment. It highlights the effectiveness of audio-visual resources to represent and illustrate abstract concepts. The article also provides ideas for variations of the lesson plan, employing video and sound effects to teach grammar, vocabulary, and creative writing.

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.

This article emphasizes Warschauer's Model, explaining the three positions that researchers working in the field of language technology are concerned about: determinist or technophobe and technophile, instrumental, and critical. The article discusses the importance and application of Warschauer’s Model to professional development, offering ideas for activities and lesson plans related to each position held.

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.