The Future Use of Cell phones in Teaching Language

J+ Kiernan+, Patrick +Kazumi + Aizawa (2004). Cell phones in task based learning - Are cell phones useful language learning tools? Cambridge University Press New York, NY, USA, 16, Retrieved 04/30/09, from http://portal.acm.org/citation.cfm?id=1008784


There are new initiatives and researches conducted on Cell phones usefulness in teaching and learning language. It can be said that such initiatives are early attempts of investigation to set up steps of how educators and teachers integrate these handheld tools into classroom learning, since it is known that cell phones are wide spread allover many countries among students in different educational cycles. Yes, Cell phones as handheld devices are now wide spread in many countries including the USA where we teach Language, are now particularly popular among university and college students. Although they can be a distraction in the classroom, functions such internet access and email capability have transformed them into useful communication tools. Cell phones have the ability in building virtual community, such a community will be helpful in teaching language, as learners can have an opportunity to talk and discuss in the target language with the native speakers. The research started from placing the following question. Are cell phones potentially useful in language learning? While task-based approaches (Nunan, 1989) adapted to desktop email are now a growing area of research in CALL (Greenfield, 2003; Gonzalez-LIoret, 2003), cell phones have not yet received much attention. The research was done in a classroom aimed at evaluating the use of mobile phones as tools for classroom learning. The experiment was done on students from two Elementary classes and two lower Intermediate, were first surveyed regarding their cell phones use and pre-tested to assess their knowledge of certain target learning structures. The students were divided into three small groups as follows:-
Ø Group A using cell phones text messages.
Ø Group B using computer email.
Ø Group C speaking.
The students were paired, trained with warm-up tasks and assigned to more tasks to complete in a classroom and the other at home. The target vocabulary appeared in the initial narrative task. All messages sent while doing the task was saved for analysis. The speaking task pairs were recorded and a few samples were transcribed for comparison. At the end of the experiment, the students took a post test in order to assess their learning gains. The experiment results drew the attention to some of potential benefits of mobile phones as well as highlighting some limitations, but in general, suggested that mobile phones represent a Language learning resource worthy of further investigations.
I think that such a study will excite, stimulate and encourage many educators and teachers who concern about the integration of technologies into education, to conduct many researches and studies about the future use of cell phones in teaching and learning language. Also new application software may be needed to overcome the distraction that might happen to the teacher while receiving feedback from students.
I suggested that, teachers can set up time for receiving feedback, answering questions and giving instructions for new assignment. Thus might not make any distraction in the classroom.


Reference:
http://webpages.cs.luc.edu/~laufer/papers/msec03.pdf

The Internet as a Teaching & Learning Tool, Benefits, Challenges & disadvantages

Singhal, M (1997). The Internet and Foreign Language Education: Benefits and Challenges. The Internet TESL Journal, 111, Retrieved 04/26/09, from http://iteslj.org/Articles/Singhal-Internet.html

Internet has become an important new technological tool. The influence of the internet has covered all the aspects of the educational, business and economic sectors of our world. Since the internet is wide spread in many fields and domains, without any doubt, it also carries great potential for educational use, especially languages. Although it is most likely available to all people, only recently have educators been realizing the benefits the internet can have in teaching and learning languages. Language teachers have been using the internet in the creative ways; one these ways is email, a specific feature for the internet. Email can encourage students to use computers in realistic authentic situation to develop communication and critical thinking skills.

Both teachers and students can easily build a virtual communication and then can benefit from the meaning full interaction and communication email makes possible. Thereby, email can be used to a communicative long- distance with language learners in different school or even other country for the same purpose. In addition to the communication benefit or advantage on the internet, the internet can also be used to retrieve and access information. The World Wide Web is a very big virtual library at one’s finger tips with huge information for language learners.

I believe that the language is not only a subject, such as physics or Geography, it is more than that, and it is a world where learner immerses him /herself into another tangue. Therefore, the essential pedagogical principle of language teaching is one that emphasizes the study of language in cultural context. Understanding the culture of the target language enhances understanding the language. To this end the internet is an important resource to both learners and teachers. The internet will allow the language learner to communicate with the native speaker. In this way the internet facilitate the use of the specific language in an authentic setting. Learner can use the internet to gather information from language resources for variety of purposes. For example, learners can access information from countries round the the world and obtain cultural, social and historical information from the countries where the target language is spoken.

As Mike (1996) describes, “the use of the internet has been also shown to promote higher order thinking skills. A language teacher, for example, may instruct the learners to search for specific information. Searching the Web requires logic skills. Once information has been obtained, the result must be reviewed which requires scanning, discarding and evaluative judgment on part of the learner. Such an effort permits learner to practice reading skills and strategies”. Thus, might allow the learner to practice certain skills such as negotiating, persuading, clarifying meaning, requesting information and engaging in true life, authentic discussion. Finally, using internet can improve computer skills. In the Defense Language Institute (DLI) Middle East School One, integrating technology plays an important role in delivering lessons to students in classroom, especially in teaching cultural notes, cultural presentation, and teaching vocabulary through activities, using the smart board, computers, projectors and sound media. These devices help teachers to use hypermedia in delivering lessons with some interactive combination of text with pictures, sound and video. The most reliable website for language teaching is (http://gloss.lingnet.org) which provides students with proficiency level from levels 1, 1+, 2, 2+, 3 and 3+ and also skills that are listening, reading, and writing or topic domain.

Challenges

The Internet has potential benefits in learning teaching language. However; there are many disadvantages related to the nature of using the internet itself, when lines are busy due to many users, or cut off the power, it may take sometimes to access information. Lack of training and familiarity on part of the teachers can make it difficult to use the internet in language classroom. Letting the learners surfing on the internet might prone them to unsuitable information for their age. Equity issues also may promote difficulties, when trying to use such a technology in the classroom. These disadvantages might discourage both teachers and students to use the internet to teach or learn second or foreign language.

I concluded that despite these disadvantages, it should be known that the internet has great potential benefits in education, one of them, for example, our current Course of technology Eduu: 563 which is being taken now online. Therefore, the internet is a technology that has significant implications for teachers and students. The teachers of languages should be familiar with the use of the internet. And also they must learn how to transfer files from net sites to their computers, download and upload sound, videos, software….etc. Schools also should allot some money to train all teachers to become capable to use computer and search on the internet. Such a situation is challenging the educators, and they must rise up to make a decision about how the internet can be successfully integrated into language classroom.

References:
www.insidehighered.com/news
www.maninstruct.edu

PowerPoint: Is It an Answer to Interactive Classrooms?

Yu+Smith, C+M (2008). Powerpoint: Is it an answer to interactive classrooms. International Journal of instuctional media, 35, Retrieved 04/121/09, from http://vnweb.hwwilsonweb.com.libproxy.chapman.edu:2048/hww/results/getResults.jhtml?_DARGS=/hww/results/results_common.jhtml.21


Technology has become an integral part of today’s teaching and learning process. Regardless of the growing expectation of integrating technology in education, many barriers however, have been indentified by the literature hindering teachers from teaching with technology. These barriers can be limited availability of equipment, Lack of training, lack of funds and lack of time for teachers to familiarize themselves with the use of equipment and software and lack of technical support. There are few teachers used computer-based technologies for instructional purpose, especially in the low level task such as drills and word processing are the major contribution of technology in the classroom. There are many software packages and web-based applications that successfully bring interactive multimedia technology to learning environment, such as Microsoft PowerPoint, Photoshop, Hyper studio.

Common web-based programs include HTML, Microsoft FrontPage. Choosing the right software to meet the educational needs is a key element in integrating any technologies into classroom. Picciano (2002) states six factors to be considered when selecting software. These six factors include:
v Efficiency: How well are the programs written?
v Ease of use: How easy is the software to use?
v Documentation: What are the quality and the quantity of the documentation
v Hardware requirements: What hardware is needed to run the software?
v Vendor: What is the reputation of the developer in terms of support, maintenance and industry position?
v Cost: How much does it cost?

The most essential software to meet all the students’ learning styles when integrating technology into classroom is PowerPoint. As the need of third graders are different than the needs of eleventh graders. In third grade setting, PowerPoint could be used to help students indentify bugs for an insect collection, or create stories to enhance their literacy. The eleventh graders could use PowerPoint for cultural presentation. The ability to integrate sound and video into PowerPoint slides offers opportunity to teach language and culture to help students overcome the boundaries. Using PowerPoint could help students learn other languages by using pictures and their own language translated from native teacher or from translation sites on worldwide Web.

In addition, PowerPoint can insert complex computer graphics, animations and video clips, can be printed in any format that the presenters wish to use and have hyperlinks for certain website.
PowerPoint offers opportunity to meet the needs of students with different learning styles. Therefore, there are different classifications of learners. They include the print, aural, interactive, visual, haptic and kinesthetic learner (Dunn& Dunn 1999). According to Dunn & Dunn classification PowerPoint offers a way for teachers to individually address the needs of individual learner in the classification. For example, the print learner prefers to read books and reads for understanding, with PowerPoint direction can be written to help those learners to enhance reading skill. PowerPoint also offers a way to meet the needs of aural learner; the teacher can insert sound from the clip gallery, compact disc or record his own voice, giving students the guidance for the required activities. Interactive learner is well served by PowerPoint as teacher can prepare activities that required manipulation or games that interact with the learner to focus on students and on exact needs. The haptic learner enjoys doodling, is hands on, likes to create and manipulate, PowerPoint can help such a learner to create objects with drawing tools or create his own stories complete with pictures and animations. Kinesthetic learners are the most difficult for teacher to address and are most often those students indentified as having problem of attention. PowerPoint can combine sound, music, voice and picture to captivate learner’s attention and give a learner the sense of control over the learning process that makes it more interesting. PowerPoint also offers a way for students with disabilities to make the material presentable to their needs. A student with low vision could have graphics and text enlarged for more clear visibility. I concluded that the purpose of technologies is to help educators make their materials more interactive and more effective. Interactive multimedia software packages such as PowerPoint can allow teachers to gather the attention of their students and make them more engaged in the lesson activities.

Toward a Multicultural Approach for Evaluating Educational Websites

Gorski, Paul (1999). Toward a multicultural approach for evaluating educational websites. Multicultural Perspectives, 19, Retrieved 04/12/09, from http://www.edchange.org/multicultural/net/comps/eval.html

please click this link Criteria

With the advent of world Wide Webs and huge amount of information that's contained there, students need to be able to evaluate a web page for accuracy, design, navigability, authority, bias, citation, dates, contents and links, handicapped and relevance. The ability to evaluate information is an important skill in this information era. Accordingly, the most important factor when evaluating the websites is your search, your needs. What we are using the web for? Sports? Entertainment? Or Academic work? Therefore, as teachers we must be able to evaluate the quality of the website we will be bringing into our classroom. Good educational websites have certain criteria the teacher must consider before introducing them to the students. Many websites found on Internet can be of low educational value and shouldn't be used in a classroom setting. If the educational website to be used in the classroom, the content should be without particular commercial, political, gender or racial bias, the teacher must address the bias in a classroom. Why therefore, a Multicultural Approach for Evaluating Web Sites? the writer said," there are two factors: First , despite( or because of ) the troubling number of educators who continue to equate it with Black History Month or annual diversity festival, we must continue to push toward an actualization of multicultural education that examines, critiques, and transforms all aspects of education. A tight focus only on curriculum or teaching styles or any one aspect of education does not constitute multicultural education, as stated so clearly by James Banks(1993; p.25):

Multicultural education views the school as a social system that consists of highly interrerrelated parts and variables. Therefore, in order to transform the school to bring about educational equality, all the major components of the school must be substantially changed. A focus on any one variable in the school, such as the formalized curriculum, will not implement multicultural education. A second factor relates to the clear intersections between Internet media and multicultural teaching and learning practices.”
According to the writer’s study all the approaches he has examined, failed to assess to which extent the educational websites utilize the multicultural potentialities of the Internet medium, also they failed to address all multicultural teaching and learning principles: attention to varied learning styles, engagement and inclusion of diverse and divergent perspectives , active and participatory teaching and learning, etc.Through an understanding of educational evaluation, multicultural education, and the Web as an educational medium. In order to help the reader understands how to apply the given criteria, I navigated the following websites to see to which extent these websites comply with these criteria, according to Cornell University Library Criteria (rubric), I chose the first one as an example to under go my evaluation.

Http://www.funschool.comu

Http://www.edchange.orgu

Http://www.education.gov

Findings:
Funschool.com is an educational website targets children from pre-school age to grade six. The Primary purpose for this site is teaching children different subjects, such as Mathematics,Geography, Science, and Ecology. The website has recently updated. For my personal opinion, I like this website and I recommend it for class use. The funschool.com is well organized and it is easy to navigate through the pages and links are relevant to the topics and clearly marked, colored and easily take the user to the new page. The site’s content is appropriate for the targeted children as well as the texts, graphics and the language use, and free from spelling mistakes, grammatical and syntax errors. Funschool.com is also free from commercial, political and gender bias. I did not notice any option for handicapped to help them easily access the website. In general, funschool.com is very for suitable for six grade students because it includes a lot of games, coloring and doing activities that suitable for lower grade students.

References:
Http://www.funschool.com
Http://www.edchange.org
Http://www.education.gov
Http://www.memebers.fortune.com
Http://www.usask.ca/education/coursework

Language teaching in the Internet age

Baber, Eric (2001/04/09). Language teaching in the Internet age.
Eltnewslwtter, 73, Retrieved 04/09/2009, from http://www.eltnewsletter.com/back/September2001/art732001.htm

What is the internet?

It is necessary to know exactly what the internet is. According to many literatures I have reviewed to prepare this topic; the internet is an infrastructural network of computers which makes possible share of information between different computers in various ways. However, the common misconception is that the internet is the same as the World Wide Web (WWW, web or/ and e-mail). The internet is exactly an infrastructure which allowed information to be shared, sent or received in various ways; the World Wide Web and e-mail are actual uses of this infrastructure.

In general, the internet offers some applications in teaching and considered advantages.
The first one is the possibility for individual search with browsers before class: students gather information on the topic of their choice and come to class to share the results of their search, compare and discuss it with other students. A second application is making internet as a source of information. The third application of internet in language teaching is the use of forums and other chat rooms for communication and exchange across the net. However, the online educational technology is not only internet and there is also the use of email as a tool to develop communication. Indeed the email offers wide range of complementary applications. We can use email for internal use by connecting teachers and students outside of the classroom and between session of a given course for advice, assignment, tutoring and information.

The largest used internet delivery method for teaching language is the World Wide Web. The WWW allows a teacher with some web design skills to put up a website containing contents related to language such as texts for language learners to read through, with tasks that they are encouraged to do in order to enhance their reading skills. Teachers who have better experience and good skills in web design can add self- correcting tasks to the website such as multiple choices and gap filling exercises. Teachers can develop pronunciation skills by recording model words, phrases or sentences, put them on the website, and learners can listen in their own time to improve their listening skills.
Those teachers may encourage learners to read their own words or sentences and email the recordings to them for correction and evaluation, as well as giving feedback to students.

There are many teaching websites with many advantages which are available 24 hours a day, seven days a week, work to offer help for students. I can say, these websites never need to sleep, unlike a human teacher, this means that any student quickly needs help with certain language area, he can navigate on these websites to find the answer. Other advantage of these websites is free to get information or relatively inexpensive because many of them were made by teachers in their spare time. Teachers could use email to enhance and develop writing skills; they could set up an email discussion group which allows students to easily email all group participants. This way of communication allows teachers to set a group of students, a task that requires them to communicate with each other by email, thereby encouraging productive writing skills and collaborative group work. The teachers can monitor the on going email conversation and make necessary corrections.

I think that, using email is more motivated than web- based learning as it offers the learners an opportunity to interact with other students and teachers while they are in different remote locations around the world and have different backgrounds and cultures. The course Eduu: 563 is a good example for what I have already mentioned, students use a discussion board to present their ideas and experiences in different topics; the professor gives feedback online in a way that builds up a virtual community among the participants. Online teaching is high motivation for many reasons, for some students it may be the first contact with multi- cultural studnets of different language backgrounds which itself considers a reinforcement element of cultural awareness concept.

With continuous improvement of internet connectivity round the globe, sending files with videos seems to be very good, thereby allowing teachers to work on all skills with the students in a complete learning environment and offers them time to solve problems and improve their weaknesses when they occur, thus might be valuable to students. Does the internet go further to replace a human- led teaching or does it take a second place in teaching. Of course financial considerations will always play a part, but like CD-ROMs, cassettes, internet-based self access course are likely to be supplements and not a replacement of teacher- led learning.

I concluded that in Defense Language Institute (DLI), for example, Middle East School one; teachers basically depend on the internet in teaching and delivering lessons. Teachers must have to use different technological tools in a classroom such as computer, projector, smart board and blackboard because the whole curriculum is on online and classroom computers are connected with one big server. Therefore, internet is an important technological tool in teaching language at DLI, any interruption in networking might result in many classes and assignment of homework to be postponed, until the damage being repaired and thereby, the internet became an integrated technological tool In teaching/ learning languages.

Referenes:

http://greco.dit.upm.es/~leverage/conf1/gauthier.htm

Instructional Use of Weblogs

Akbulut + Kiyici, Y+M (2007). Instructional use of weblogs. Turkish journal of Distance Education, 8, Retrieved 2007, from http://tojde.anadolu.edu.tr/tojde27/pdf/notes_for_editor.pdf

Akbulut and Kiyicic are lecturers and PhD Candidates at the department of Computer Education and Instructional Technologies at Anadolu University, Turkey. Akbulut conducts research on ICT integration at tertiary education, language learning through
Hypermedia, cyber-plagiarism and academic obsolescence. Kiyicic conducts research on web-based training, technology literacy, mobile learning technologies and ICT integration. They explained the instructional use of weblogs and agreed that the weblogs 2.0 can provide learners with increased interaction and online collaboration. They added that weblogs have gained an increasing popularity because they allow bloggers to voice their own ideas and opinions which can easily be delivered to large number of readers through the webs. Weblogs can be integrated into teaching process as they encourage learners to participate and freely voice their ideas and opinions. Thus, blogging enables individuals to publish their thoughts on webs in a diary format without using programming or HTML knowledge.

The lecturers added that weblogs allow users to:
- frequently update their logs
- publish items by time and date of publishing
- Attach to items facility for comments to be added and for postings elsewhere that have linked to that item to be tracked back.

Technologies such as weblogs help students find authentic audiences for their work (Richardson, 2006).

I think that blogs offer a different way of communication than traditional web pages. They not only transmit the information to audience as traditional web pages do, but also allow that audience to comment on the content. This interaction creates an important online learning situation. The lecturers here mentioned three types of interactions, between learner-content, learner-instructor and learner - learner interaction. This kind of interaction makes learning happens because there is an exchange of knowledge and information between the audiences. Therefore, blogs will be considered sources of interaction on relevant topics and also as modes of online classroom interaction in the current review (Oravec 2002). In the Oravec study (2002) weblogs are considered as unique tools in developing students’ voices.

I think that blogs can be used effectively as a method of communication which serve competently in disseminating information and knowledge than traditional hard copy and reduce the cost of copying and printing assignments. Blogs now is aiming to empower reflective learning, communication and motivated students to generate reflective conversation which leads to improvement in learning.

The lecturers summed up the effective use of blogs as follows:
- use of group projects, maintaining conversations on complex issues and allotting more time and grade on discussion might lead to increased interaction. Thus, these applications should be arranged with caution for effective applications of blogs in online classrooms.
- Clear criteria & strategies to get students into responding their peers’ comments should be determined so that the conversations do not exceed the boundaries of anticipated interaction
- Students with insufficient writing skills, analytical skills development or motivation to tackle with challenging tasks should be indentified and supported.

I concluded that, Blogging as an online journal offers students an opportunity to interact with many peers, experts, teachers, and experienced educators from whom they can learn and enhance their skills in reading, listening and writing. Because they will continuously get a feedback from teachers and educators about the topics they have already written about. It’s the necessity to empower the use of blogging in education as an integrated tool of teaching and learning, as well as to provide access of internet nationwide to assure equal opportunity to those who are living in the remote areas. Thereby, we might realize and support the notion of distance learning.

References:

v http://tojde.anadolu.edu.tr/tojde27/pdf/notes_for_editor.pdf


v http://chapman-online.org/ec/crs/default.learn?CourseID=3353566&CPURL=chapman-online.org&Survey=1&47=5689605&ClientNodeID=835325&coursenav=0&bhcp=1

Weblogs in Education

Huann +John+ Yuen, T+O+J (2005). Weblogs in Education. Blog Talk Doununder 2005 conference, Sydney, 0, Retrieved 07/2005, from http://www.edublog.net/files/papers/weblogs%20in%20education.pdf

The writers are trying to provide an overview of weblogs. The first section presents some definitions and key features of weblogs and the ease of creating and maintaining weblogs. The second section presents the potential using blogs for educational purpose, as well as some issues and concern.

Weblogs can be defined as, an online journal with WebPages link to websites; allowing users to navigate round the websites. The weblogs are organized, categorized, updated and arranged in reverse chronological order, with the most recent entry at the top of the blog (Paquet, 2003; Ward, 2004).

It’s easy to create and update blogs. After the blogger has created and updated his/ her blog, blogging platform automatically archives posts and replaces them with the latest content on the front page. This is done without the need for any user intervention. The writers summarized the potential of blogs for teaching and learning. They assumed that using blogs is offering students an opportunity to surface their ideas in a social plane. The ability to comment on these ideas enables individuals to participate in social construction of knowledge and meaning making. The blogging also can be used to positively enhance learning and teaching of language and music.

The writers (Tan, Teo, Awe & Lim have proved their assumption in an experiment done in Chinese language. In the experiment students were asked to post and exchange ideas and reflection on their readings through their personal blogs; these reflection collectively formed a reading portfolio over time.

Findings from the post- project survey indicated that students felt their writing improved as blogs allowed them to view how others wrote. The students encouraged when they saw the positive comments that were given to their posts. In addition they discovered that their proficiencies in Hanyu Pinyin had improved as a result of inputting Chinese characters using it. Also Chong & Soo (2005) examined the pedagogical efficacies of blogs in undergraduate music education. They found out that blogging allowed learning to extend beyond the classroom and students were encouraged to engage in critical reflection.

They added, as evident in the students’ posts, blogging also facilitate the exchange of ideas between peers and process of students analyzing their peers’ posts.
I think that using blogs in teaching & learning can not be effective unless students have clear instructions and guide lines that teach them how to use blogs to post their work. Blogs offer students an opportunity to learn from other users of such blogs and the feedbacks form their instructors to improve their language skills.
I concluded that blogs can be an acceptable discussion platform for shy students who most likely hesitate to participate in a classroom in front of their classroom mates, consequently help them build up some kind of confidence in themselves.

Reference
Ø http://www.edublog.net/files/papers/weblogs%20in%20education.pdf
Ø http://chapman-online.org/ec/crs/default.learn?CourseID=3353566&CPURL=chapman-online.org&Survey=1&47=5689605&ClientNodeID=835325&coursenav=0&bhcp=1

An Online Learning Assignment integrating Literacy, Science, and Technology

Boulware, J (2005). An Online Learning Assignment Integrating Literacy, Science, and Technology. Journal of Reading Education, 31, Retrieved 04/04/2007, from http://vnweb.hwwilsonweb.com.libproxy.chapman.edu:2048/hww/results/results_single.jhtml;
hwwilsonid=DENK051BVQTJHQA3DIMCFF4ADUNGIIV0

The writer was reviewing the challenge faces the undergraduate pre-service teachers in weaving technology assignment into undergraduate literacy and science course without losing content. The pre-service teachers need to creatively incorporate technology in their lesson plan and delivery in their field placements. The writer selected a web quest format to meet this need as the web quest integrates research supported theories and effective use of the internet in a way that increases students achievement. He went further to say that, using this format, teacher preparation faculty will find creative ideas for integrating literacy, science and technology which can be adapted and used by their pre-service teacher in their school placements. The writer described web quest as inquiry oriented activity in which students use communication technologies including the internet to find all information they need, web quest combines authentic learning across subject areas( reading , writing , social studies and science) with internet resources.
In the traditional reading approach which consists of teaching vocabulary, a re-reading activity, a during reading activity and a post reading activity, the faculty worked with pre-service student in developing web quests using children’s literature designed to involve and engage primary students in meaningful reading activity with informational science trade books. The writer assured that by developing web quests, using non- fiction trade books, the undergraduate students have online tools to teach their students to make connections across subject areas.
Pre-service teachers can use the materials being put on the web quests to enhance literacy teaching and acquire basic science concepts.
I think that, using web quests in teaching/ learning is helpful to both students and teachers. Teachers can plan lessons design with tasks, activities, homework and assignment embedded with specific instructions on each page, additional links for student’s assignment and more online resources. Web quest also helps students work individually or in groups to present their assignments using one of the technological tools, such as power point, Publisher, Windows movie maker or blogs.
In a real life experience at defense Language Institute (DLI), I used to give my students some assignments, using web quest to search online about the wildfire in California State. And present their finding in a ten- minute presentation, using power point. The purpose for this web quest is to:-
- Teach our students how to search online to get information.
- Talk about the topic in the target language.
- Enhance language skills.
I conclude that using web quest as an educational aid for teaching/ learning is a helpful tool, especially in teaching language. It offers students an opportunity to integrate all the language skills in one project assignment, consequently helps students to go towards language proficiency.


References:
http://vnweb.hwwilsonweb.com.libproxy.chapman.edu:2048/hww/results/getResults.jhtml?_DARGS=/hww/advancedsearch/advanced_search.jhtml.3