Web-Enhanced Language Learning A Case Report of WELL for EFL Teachers Li Ming June 3 2006 Beijing Foreign Studies University.

Web-Enhanced

Language LearningA Case Report of WELL

for EFL Teachers

Li Ming

June 3 2006

Beijing Foreign Studies University

IntroductionIntroduction Moore’s Law: “The number of transistors Moore’s Law: “The number of transistors

per silicon chip doubles each year.” per silicon chip doubles each year.” (Moore 1965)(Moore 1965)

Digital data are transmitted in gigabytes Digital data are transmitted in gigabytes onlineonline

Applications enhance the processing of Applications enhance the processing of texts, graphics, audio and visual materials texts, graphics, audio and visual materials

Great opportunities for EFL teachers in Great opportunities for EFL teachers in renovating the traditional teaching renovating the traditional teaching approach, thus enhancing language approach, thus enhancing language learning as a whole. learning as a whole.

““Educators, well aware of the potential Educators, well aware of the potential of Web technology, have adopted it for cof Web technology, have adopted it for creating new learning environments…” reating new learning environments…”

““the rationale behind this creative endthe rationale behind this creative endeavor is the expectation that unique feateavor is the expectation that unique features of the technology (e.g., powerful infures of the technology (e.g., powerful information manipulation tools and commormation manipulation tools and communication means) will substantially contunication means) will substantially contribute to the teaching and learning procribute to the teaching and learning processes.” esses.”

(Mioduser 2000)(Mioduser 2000)

Some Obstacles for Frontline EFL TeachersSome Obstacles for Frontline EFL Teachers

Installation of hardware is relatively easy becaInstallation of hardware is relatively easy because of organizational investment in upgrading use of organizational investment in upgrading hardware facilities in all key universities. hardware facilities in all key universities.

Acquisition of software is not as easy. Acquisition of software is not as easy. • Software is expensive and is intangible.Software is expensive and is intangible.• Maintenance of software is also more complMaintenance of software is also more compl

icated than that of hardware.icated than that of hardware.• Professional software for courseware develProfessional software for courseware devel

opment is very expensive and need developopment is very expensive and need developers with high know-how to cultivate.ers with high know-how to cultivate.

Focus of this researchFocus of this research

As a result, development of professional As a result, development of professional EFL courseware can only be left to futurEFL courseware can only be left to future or commercial organizations. e or commercial organizations.

This research tends to make the best usThis research tends to make the best use of the web development in order to ene of the web development in order to enhance language teaching for frontline EFhance language teaching for frontline EFL teachers. L teachers.

Web-based Vs. Web-enhancedWeb-based Vs. Web-enhanced

Web based learning is a kind of learning throuWeb based learning is a kind of learning through electronic means. It as “anywhere, any-tigh electronic means. It as “anywhere, any-time instruction delivered over the Internet or a me instruction delivered over the Internet or a corporate intranet to browser-equipped learncorporate intranet to browser-equipped learners”. (SearchWebService.com 2000) ers”. (SearchWebService.com 2000)

Web-enhanced language learning, different froWeb-enhanced language learning, different from web-based learning, focuses on how to makm web-based learning, focuses on how to make the best use of the new development in web e the best use of the new development in web technology in normal campus learning environtechnology in normal campus learning environment while avoiding heavy dependence on the ment while avoiding heavy dependence on the technology and expertise. technology and expertise.

Research Mode of WELLResearch Mode of WELL

““the Internet has developed communication the Internet has developed communication tools as well as information resources” tools as well as information resources”

(Schwienhorst 2002) (Schwienhorst 2002) General Mode:General Mode:

From the WebFrom the Web(how to make full use of the resources)(how to make full use of the resources)

To the WebTo the Web(how to make efficient use of the communicatio(how to make efficient use of the communicatio

n tools)n tools)

MethodsMethods Subjects: 3 groups from 2004 to 2006.Subjects: 3 groups from 2004 to 2006. Most had teaching experience besides a few. Most had teaching experience besides a few. Year One: general pre-course survey on all studeYear One: general pre-course survey on all stude

nts who participated in the programme. nts who participated in the programme. Picked out items related to WELL and adapted thPicked out items related to WELL and adapted th

e 8-week course design accordingly. e 8-week course design accordingly. 8 weeks later, post-course evaluation.8 weeks later, post-course evaluation. Year Two & Three: course design was adapted baYear Two & Three: course design was adapted ba

sed on general pre-course survey & post-course esed on general pre-course survey & post-course evaluation. valuation.

Students’ assignments and mini-projects were Students’ assignments and mini-projects were analyzed as the results of the research.analyzed as the results of the research.

Procedure 1Procedure 1 The pre-course survey held by our adminisThe pre-course survey held by our adminis

trative staff before the programme started trative staff before the programme started aimed to collect two kinds of information: aimed to collect two kinds of information: • a) students’ basic IT skills, and a) students’ basic IT skills, and • b) their pedagogical application of new b) their pedagogical application of new

technologies in previous teaching. technologies in previous teaching. Students were asked to tick on a four-leveStudents were asked to tick on a four-leve

l scale range from the poorest 1 to the excl scale range from the poorest 1 to the excellent 4. ellent 4.

Needs of Skills and knowledge Needs of Skills and knowledge related to WELLrelated to WELL

Basic IT skillsBasic IT skills• Software installation and setupSoftware installation and setup• Network configurationNetwork configuration• Surfing the internetSurfing the internet• Reformatting of downloaded textReformatting of downloaded text• Editing of downloaded imageEditing of downloaded image• Audio recording and editingAudio recording and editing• Video recording and editingVideo recording and editing• Creating multimedia presentationCreating multimedia presentation• Homepage designHomepage design

Pedagogical application of new Pedagogical application of new technologiestechnologies

Teach students methods and approach to Teach students methods and approach to evaluate information collected onlineevaluate information collected online

Evaluate technical resources online that can be Evaluate technical resources online that can be integrated into language teaching practiceintegrated into language teaching practice

Provide opportunities for students to get useful Provide opportunities for students to get useful technical resourcestechnical resources

Use communicative approach in web enhanced Use communicative approach in web enhanced language learninglanguage learning

Help students to make good use of information Help students to make good use of information onlineonline

Design and implement web-enhanced language Design and implement web-enhanced language learning projectlearning project

Help students to communicate effectively onlineHelp students to communicate effectively online Teach basic etiquettes and ethics onlineTeach basic etiquettes and ethics online

Procedure 2Procedure 2

Based on needs analysis of the Based on needs analysis of the students and the current situation of students and the current situation of EFL practices in China, an eight-week EFL practices in China, an eight-week course with 2 hours per week was course with 2 hours per week was offered to the students, covering the offered to the students, covering the following topics:following topics:

From the WebFrom the Web

To the WebTo the Web

AssignmentsAssignments Students were assigned to submit five assignmeStudents were assigned to submit five assignme

nts.nts. Screen Capture and Picture Edit -- Finding ArticlScreen Capture and Picture Edit -- Finding Articl

es and Imageses and Images Audio Setup, Recording, and Editing – Finding aAudio Setup, Recording, and Editing – Finding a

nd Editing Audio English Materialsnd Editing Audio English Materials Video Setup, Recording, and Editing – Locating Video Setup, Recording, and Editing – Locating

Video Materials and Making them Suitable for EFVideo Materials and Making them Suitable for EFL practiceL practice

Use Word Processor to write the rationale for thUse Word Processor to write the rationale for the mini-project in 1000-1500 wordse mini-project in 1000-1500 words

Mini-project incorporating skills and knowledge Mini-project incorporating skills and knowledge learned throughout the programme learned throughout the programme

Procedure 3Procedure 3

Students were asked to give their opinions Students were asked to give their opinions on the following aspects in the post-course on the following aspects in the post-course evaluation. evaluation.

General comments in five levels from General comments in five levels from poor to excellentpoor to excellent• The course as a wholeThe course as a whole• The course contentThe course content• The instructor’s contribution to the The instructor’s contribution to the

coursecourse• The instructor’s effectiveness in teaching The instructor’s effectiveness in teaching

the subject matterthe subject matter

Specific comments in three levels: alwaySpecific comments in three levels: always, about half, and nevers, about half, and never

The instructor gave very clear explanationsThe instructor gave very clear explanations The instructor successfully rephrased explanatiThe instructor successfully rephrased explanati

ons to clear up confusionons to clear up confusion Class sessions were interesting and engagingClass sessions were interesting and engaging Class sessions were well organizedClass sessions were well organized Student participation was encouragedStudent participation was encouraged Students were aware of what was expected of tStudents were aware of what was expected of t

hemhem Extra help were readily availableExtra help were readily available Evaluation of student performance was related Evaluation of student performance was related

to important course goals.to important course goals.

Hermeneutic phenomenological methodologyHermeneutic phenomenological methodology ““This method … involves dialectically compariThis method … involves dialectically compari

ng the parts and the whole to capture the essenng the parts and the whole to capture the essence of an experience.” (Anderson 2002) ce of an experience.” (Anderson 2002)

The analytic goal was to depict the real situatioThe analytic goal was to depict the real situation of the students’ awareness of WELL. n of the students’ awareness of WELL.

““the the bricolage bricolage in qualitative research produces in qualitative research produces sensations in its readers’ viewers by decomposensations in its readers’ viewers by decomposing their logic of representation and producing sing their logic of representation and producing possibilities of alternative modes of existing; i.e.,possibilities of alternative modes of existing; i.e., the transmutation of former concepts, ideas, an the transmutation of former concepts, ideas, and feelings.” Telles (2000) d feelings.” Telles (2000)

Approach of results analysisApproach of results analysis

We first compared results of students’ mini-pWe first compared results of students’ mini-projects with their pre-course survey, and then rojects with their pre-course survey, and then compared results of their mini-projects with thcompared results of their mini-projects with their post-course evaluation. The results of the aeir post-course evaluation. The results of the analysis then served as inputs for improvement nalysis then served as inputs for improvement in the second round and the third round of the in the second round and the third round of the course. Finally, we compared students’ mini-course. Finally, we compared students’ mini-projects of the three groups as well as their poprojects of the three groups as well as their post-course evaluation results. st-course evaluation results.

ResultsResults Pre-course surveys of the three groups showed Pre-course surveys of the three groups showed

that most students had some basic knowledge that most students had some basic knowledge and skills to make appropriate use of computers and skills to make appropriate use of computers and the Internet in their daily life and work.and the Internet in their daily life and work.

Most of them were weak on how to install Most of them were weak on how to install software properly, to surf the Internet efficiently, software properly, to surf the Internet efficiently, to reformulate materials from the web for to reformulate materials from the web for effective EFL practices, to acquire audio-visual effective EFL practices, to acquire audio-visual materials from the web, to integrate multimedia materials from the web, to integrate multimedia materials into effective presentations, to design materials into effective presentations, to design impressive homepages, etc. impressive homepages, etc.

All students were weak in pedagogical application All students were weak in pedagogical application of new technologies in their teaching experience. of new technologies in their teaching experience.

The course design was adapted each time in The course design was adapted each time in response to students’ special demands, but was response to students’ special demands, but was consistent in general. consistent in general.

Aspects dealt with in a WELL courseAspects dealt with in a WELL course

Students were introduced to basic IT skills and web knoStudents were introduced to basic IT skills and web knowledge (software installation, network configuration, wewledge (software installation, network configuration, web resources, surfing tips, etc.), techniques to acquire and b resources, surfing tips, etc.), techniques to acquire and edit EFL related materials (texts, images, audios, and videdit EFL related materials (texts, images, audios, and videos) such as word processor (Word), image editor (Snagieos) such as word processor (Word), image editor (Snagit), audio editor (CoolEdit), video editor (Camtasia Recort), audio editor (CoolEdit), video editor (Camtasia Recorder, DivX505), and presentation tools (PowerPoint).der, DivX505), and presentation tools (PowerPoint).

They were also introduced to knowledge and skills of coThey were also introduced to knowledge and skills of communication applications such as offline email (Outloommunication applications such as offline email (Outlook), instant messenger (MSN); the communication envirok), instant messenger (MSN); the communication environment of the web such as BBS, online chat room, online nment of the web such as BBS, online chat room, online email, list group; and tools to create a EFL teaching and lemail, list group; and tools to create a EFL teaching and learning environment such as tools for homepage design earning environment such as tools for homepage design (FrontPage), list group (Outlook), and BBS (Dvbbs).(FrontPage), list group (Outlook), and BBS (Dvbbs).

Assignments of group 1Assignments of group 1 The results were not very satisfactory. The results were not very satisfactory. Computers were outdated. Coordination Computers were outdated. Coordination

with relevant parties was poor. Classroom with relevant parties was poor. Classroom arrangement, hardware and software, and arrangement, hardware and software, and the network were controlled by 3 different the network were controlled by 3 different departments. departments.

Designated software cannot be properly Designated software cannot be properly installed for security reasons, and the installed for security reasons, and the network administrator refused to connect network administrator refused to connect students’ PCs to the Internet. students’ PCs to the Internet.

Students were then assigned to work in Students were then assigned to work in groups of 4-5 members each to come up groups of 4-5 members each to come up with a mini-project using their own with a mini-project using their own computer and web resources. computer and web resources.

Sample1Sample1 Sample2Sample2 Sample3Sample3 Sample4Sample4

5 group projects were submitted in 5 group projects were submitted in the format of PowerPoint the format of PowerPoint presentation. 4 had clear indicators presentation. 4 had clear indicators of materials acquired from the web. of materials acquired from the web. All had image illustrations but one All had image illustrations but one project’s was more like that of the project’s was more like that of the background. 3 had audio illustrations background. 3 had audio illustrations and none included videos. Each and none included videos. Each presentation focused on introducing presentation focused on introducing one topic and showed no sign of one topic and showed no sign of pedagogical concerns. pedagogical concerns.

Assignments of group 2Assignments of group 2 The results were quite encouraging. The results were quite encouraging. After careful coordination with relevant parties, a After careful coordination with relevant parties, a

new computer room with fast PCs was arranged for new computer room with fast PCs was arranged for the course, designated software were pre-installed the course, designated software were pre-installed beforehand, and all students were allowed to access beforehand, and all students were allowed to access the Internet. the Internet.

Students were not allowed to access the computer Students were not allowed to access the computer room freely apart from class time.room freely apart from class time.

Some planned topics had to be dropped. Some planned topics had to be dropped. Most students submitted assignments as required Most students submitted assignments as required

covering aspects like “Screen Capture and Picture covering aspects like “Screen Capture and Picture Edit”, “Edit”, “Audio Setup, Recording and EditingAudio Setup, Recording and Editing”, “”, “Video Setup, Recording and EditingVideo Setup, Recording and Editing”, online ”, online comments on the course, and their mini-projects. comments on the course, and their mini-projects. For assignments regarding IT skills, they were in the For assignments regarding IT skills, they were in the format of “process description illustrated with format of “process description illustrated with screen captures”, something like illustrated screen captures”, something like illustrated technical instructions.. technical instructions..

Sample1Sample1 Sample2Sample2 Sample3Sample3 Sample4Sample4 For the mini-projects, each student For the mini-projects, each student

submitted a PowerPoint presentation. All 36 submitted a PowerPoint presentation. All 36 mini-projects had effective image mini-projects had effective image illustrations, only 2 had no videos, and 11 illustrations, only 2 had no videos, and 11 provided no audio files. provided no audio files.

Some of the video and audio files provided Some of the video and audio files provided by the students were obviously downloaded by the students were obviously downloaded directly from the web without any editing, directly from the web without any editing, thus made the project package oversized. It thus made the project package oversized. It showed that about 30% of the students did showed that about 30% of the students did not know how to record and edit audio and not know how to record and edit audio and video files. 17 projects had strong video files. 17 projects had strong pedagogical inclinations, while others mainly pedagogical inclinations, while others mainly focused on topics of interest themselves.focused on topics of interest themselves.

Assignments of group 3Assignments of group 3 The results were also quite encouraging. The results were also quite encouraging. A special computer room with more than a dozen A special computer room with more than a dozen

high-speed PCs was established for students of high-speed PCs was established for students of our center, so students had free access to these our center, so students had free access to these PCs whenever there were no classes. All PCs had PCs whenever there were no classes. All PCs had access to the Internet via LAN.access to the Internet via LAN.

All students submitted assignments as required All students submitted assignments as required covering aspects like covering aspects like “Screen Capture and Picture Edit“Screen Capture and Picture Edit”, “”, “Audio Setup, Recording and EditingAudio Setup, Recording and Editing”, “”, “Video Setup, Recording and EditingVideo Setup, Recording and Editing”, “”, “Rationale for the Mini-projectRationale for the Mini-project”, and their mini-”, and their mini-projects. Assignments regarding IT skills were projects. Assignments regarding IT skills were also presented in the format of “process also presented in the format of “process description illustrated with screen captures”. For description illustrated with screen captures”. For the project rationale, all students submitted a the project rationale, all students submitted a discussion of their mini-project in about 1,500 discussion of their mini-project in about 1,500 words, covering the rationale, project design, and words, covering the rationale, project design, and significance of their respective projects. significance of their respective projects.

Sample1Sample1 Sample2 Sample3 Sample2 Sample3 Sample4 Sample5 Sample6Sample4 Sample5 Sample6

The mini-projects submitted by the students The mini-projects submitted by the students were in the format of homepages. were in the format of homepages.

6 groups to design 6 homepages: 1) Business 6 groups to design 6 homepages: 1) Business English, 2) Computer English, 3) Listening, 4) English, 2) Computer English, 3) Listening, 4) Speaking, 5) Tennis English, and 6) Extensive Speaking, 5) Tennis English, and 6) Extensive Reading. Reading.

Apart from “Business English”, all the other 5 Apart from “Business English”, all the other 5 homepages integrated audio and video files homepages integrated audio and video files as illustrations. as illustrations.

Some of the audio and video files were still Some of the audio and video files were still not properly edited, and the size of all 6 not properly edited, and the size of all 6 projects exceeded 1,000 megabytes.projects exceeded 1,000 megabytes.

All of them took pedagogy into consideration. All of them took pedagogy into consideration.

Post-course evaluationsPost-course evaluations

The post-course evaluations were all The post-course evaluations were all done in the last session by the done in the last session by the administrative office to ensure fair administrative office to ensure fair results. 13 forms were collected from results. 13 forms were collected from the group 1, 19 from group 2, and 25 the group 1, 19 from group 2, and 25 (including 3 auditors) from group 3. (including 3 auditors) from group 3. Here is a summary of the results: Here is a summary of the results: (the left-side number indicates the (the left-side number indicates the group number; and the right-side group number; and the right-side number indicates the number of number indicates the number of students making the selection)students making the selection)

In General Excel-lent Very good Good Fair Poor Very Poor

1. The course as a whole was: 1-1/133-2/25

1-2/132-7/193-4/25

1-6/132-4/193-9/25

1-3/132-7/193-7/25

1-1/132-1/193-3/25

2. The course content was: 1-1/132-1/193-2/25

1-4/132-6/193-6/25

1-7/132-7/193-7/25

1-1/132-3/193-9/25

2-2/193-1/25

3. The instructor’s contribution to the course was: 1-2/133-3/25

1-4/132-5/193-2/25

1-5/132-12/193-9/25

1-2/132-1/193-10/25

1-1/132-1/193-1/25

4. The instructor’s effectiveness in teaching the subject matter was: 1-1/132-1/193-3/25

1-2/132-4/193-1/25

1-3/132-6/193-8/25

1-4/132-5/193-8/25

1-1/132-2/193-4/25

How frequently was each of the following a true description of this course? Always About Half Never

5. The instructor gave very clear explanations. 1-2/132-12/193-10/25

1-11/132-7/193-15/25

6. The instructor successfully rephrased explanations to clear up confusion. 1-4/132-10/193-13/25

1-9/132-9/193-12/25

7. Class sessions were interesting and engaging. 2-6/193-7/25

1-12/132-11/193-15/25

1-1/132-2/193-3/25

8. Class sessions were well organized. 1-1/132-14/193-7/25

1-12/132-4/193-17/25

2-1/193-1/25

9. Student participation was encouraged. 1-3/132-10/193-15/25

1-10/132-6/193-9/25

2-3/193-1/25

10. Students were aware of what was expected of them. 1-6/132-11/193-10/25

1-7/132-6/193-13/25

2-2/193-2/25

11. Extra help were readily available. 1-9/132-11/193-15/25

1-4/132-8/193-10/25

12. Evaluation of student performance was related to important course goals. 1-7/132-13/193-11/25

1-6/132-6/193-13/25

2-1/19

Results AnalysisResults Analysis

Though there were differences between Though there were differences between the 3 groups’ results, they were fair anthe 3 groups’ results, they were fair and quit consistent in general. d quit consistent in general.

Around 60% of all students gave positive Around 60% of all students gave positive commentscomments

About 30% regarded it as fairAbout 30% regarded it as fair Only about 10% held negative views aboOnly about 10% held negative views abo

ut it.ut it.

If we take the three groups’ mini-projects into If we take the three groups’ mini-projects into consideration, it reveals some interesting consideration, it reveals some interesting points. points.

Group 1, even though their projects were not Group 1, even though their projects were not satisfactory, around 70% of them regarded satisfactory, around 70% of them regarded the course good as a whole. the course good as a whole.

Group 2, their projects were quite Group 2, their projects were quite satisfactory, but only a little more than 50% satisfactory, but only a little more than 50% of them regarded the course good as a whole. of them regarded the course good as a whole.

Group 3, around 60% of the students Group 3, around 60% of the students regarded the course good as a whole, and regarded the course good as a whole, and their projects were also quite satisfactory. their projects were also quite satisfactory.

So we can see that the evaluation results So we can see that the evaluation results could not serve as a reliable index to assess could not serve as a reliable index to assess instructors’ performance, at least not as instructors’ performance, at least not as reliable as what the results of students’ reliable as what the results of students’ performance can reveal.performance can reveal.

DiscussionDiscussion The results of this research has provided The results of this research has provided

insight into finding appropriate means of insight into finding appropriate means of language teaching and learning enhanced language teaching and learning enhanced by the new web environment blessed on by the new web environment blessed on us. Comparison of data collected in three us. Comparison of data collected in three years, including analysis of target learners years, including analysis of target learners needs and wants, the changes of physical needs and wants, the changes of physical resources and the learning environment resources and the learning environment via means of pre-course questionnaires, via means of pre-course questionnaires, post-course questionnaires, assignments, post-course questionnaires, assignments, mini-projects, etc., we came up with some mini-projects, etc., we came up with some useful findings.useful findings.

FindingsFindings

There have seen significant effects of the There have seen significant effects of the fast development in IT industry on web-rfast development in IT industry on web-related applications, which have given riselated applications, which have given rise to new opportunities for EFL teaching e to new opportunities for EFL teaching and learning. and learning.

Course design could make good use of tCourse design could make good use of the benefits blessed on us by the new wehe benefits blessed on us by the new web environment.b environment.

Implications for frontline EFL teachersImplications for frontline EFL teachers 1) Frontline EFL teachers could get access to t1) Frontline EFL teachers could get access to t

ons of authentic English materials directly froons of authentic English materials directly from the web, hence able to design most up-to-dm the web, hence able to design most up-to-date English courses;ate English courses;

2) with some basic IT skills, EFL teachers could 2) with some basic IT skills, EFL teachers could easily get audio-visual materials, which are vereasily get audio-visual materials, which are very beneficial for language classes, and edit they beneficial for language classes, and edit them for suitable use in multimedia EFL courses; m for suitable use in multimedia EFL courses;

3) by using both online and offline communica3) by using both online and offline communication tools and systems, EFL teachers are able ttion tools and systems, EFL teachers are able to extend the classroom to the web, hence enrio extend the classroom to the web, hence enrich the environment of EFL teaching and learnich the environment of EFL teaching and learning, and bring better educational results.ng, and bring better educational results.

Extend the classroom to the WebExtend the classroom to the Web

Although this research has brought up some uAlthough this research has brought up some useful reflections on web-enhanced language leseful reflections on web-enhanced language learning environment, there were aspects that harning environment, there were aspects that have not been investigated thoroughly. ave not been investigated thoroughly.

For example, the present research covered moFor example, the present research covered more of the “from the web” aspect, and discussre of the “from the web” aspect, and discussed or practiced little on the “to the web” asped or practiced little on the “to the web” aspect.ect.

The question of how to make effective use The question of how to make effective use of communication tools and systems can of communication tools and systems can help to broaden frontline EFL teachers help to broaden frontline EFL teachers flexibility and efficiency in ELT. flexibility and efficiency in ELT.

e.g. by offering feedback to students’ e.g. by offering feedback to students’ writing online at a flexible time, teachers writing online at a flexible time, teachers can efficiently make their valuable can efficiently make their valuable comments reach more students rather comments reach more students rather than each individual; and by opening a than each individual; and by opening a thread discussing EFL issues in a BBS, thread discussing EFL issues in a BBS, both teachers and students can benefit both teachers and students can benefit from insights shared by repliers. from insights shared by repliers.

Flexible after-class tutorialFlexible after-class tutorial

We do believe, further research into We do believe, further research into WELL will bring more benefits to WELL will bring more benefits to frontline EFL teachers in the era of frontline EFL teachers in the era of ever fast development of information ever fast development of information technology.technology.

The End!The End!

From WebFrom Web WebsiteWebsite

• ArticlesArticles• ImagesImages• AudioAudio--visualvisual materials materials

Create Own Teaching MaterialsCreate Own Teaching Materials• Tools: PowerPoint, Snagit, CoolEdit, CaTools: PowerPoint, Snagit, CoolEdit, Ca

mtasia Recorder, DivX505mtasia Recorder, DivX505• SamplesSamples

To WebTo Web E-mail SystemE-mail System

• List GroupList Group • Assignment HandlingAssignment Handling

BBSBBS• CommunicationCommunication• AssignmentAssignment: : Sample1Sample1 Sample2Sample2

Create Own Teaching EnvironmentCreate Own Teaching Environment• Tools: FrontPage, Outlook, DvbbsTools: FrontPage, Outlook, Dvbbs• A Sample WebsiteA Sample Website

Course AssignmentsCourse Assignments In Class AssignmentsIn Class Assignments

• Picture editingPicture editing• Audio editingAudio editing• Video editingVideo editing

ProjectProject• A website with individual contributions, incorporating skiA website with individual contributions, incorporating ski

lls and knowledge acquired through this module as well alls and knowledge acquired through this module as well as other modules. Each student is required to contribute at s other modules. Each student is required to contribute at least a short courseware integrating Texts, Graphics, Audileast a short courseware integrating Texts, Graphics, Audios, and Videos to the website.os, and Videos to the website.

• A project rationale in about 1500-2000 words.A project rationale in about 1500-2000 words. All assignments should be submitted to the following addres

s: http://202.205.1.2/bbs/forumdisplay.php?s=&forumid=152 *Please start a thread with your name as the title and submit *Please start a thread with your name as the title and submit

all your assignments under the thread.all your assignments under the thread.

The End!

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