Teaching Online Contents
Type Of Web based Learning
E-mail is a communication tool which is being used in language learning. E-mail was in use before the internet even existed and is probably the most commonly used Internet application. By getting a single e-mail account both foreign teachers and students can join e-mail assisted language activities. For learners of English e-mail is an excellent way to communicate with their instructors because of its usefulness and easiness. With a single e-mail account, foreign teachers and students can integrate e-mail based activities into their curriculum (LeLoup, 1997). If we look at literature international key pal projects that enable students to correspond with native speakers of the target language are easily implement where participants have the necessary access, equipment, and foreign contacts (Knight, 1994; Shelly, 1996). Web-based learning is another area in which e-mail is being used. Ramazani (1994) tells of an activity called The Weekly Essay. A few days before the class meets, his students sent e-mail each other essays that they have written about a particular reading. In this way the students are better prepared for the class discussion of the essays. Ramazani (1994) uses another e-mail activity to prepare his students for class ahead of time. He asks them to submit short, one-sentence summaries of a reading. Next he organizes these ideas on a handout that he then uses in class for both brainstorming and stimulating class discussions. Similarly, the teacher can assign a debate topic and ask the students to begin to discuss it via e-mail. When the time comes to form debate teams in class, the students will already have a satisfactory understanding of both sides of the issue and will be able to make a more informed decision about where they stand. English teachers can benefit from web sites which includes e-mail accounts (Yahoo, Hotmail, G-mail etc.) for no extra cost. So teachers can create a discussion topic and send it to students via e-mail when receiving the e-mail students start to write compositions or essays in English and then send back to teacher. This helps them to improve writing skills and vocabulary.
We investigated blogging as a form of personal communication and expression, with a specific interesting uncovering the range of motivations driving individuals to create and maintain blogs (Nardi et al., 2004). Blogs are well suited to serve as on-line personal journals for students, particularly since they normally enable uploading and linking of files. Language learners could use a personal blog, linked to a course, as an electronic portfolio, showing development over time. By publishing the blog on the internet, the student has the possibility of writing for their classmates. Pinkman (2005) indicates that blogging becomes communicative and interactive when participants assume multiple roles in the writing process, as writers who write and post, as readers/reviewers who respond to other writers’ posts, and as writer-readers who, returning to their own posts, react to criticism of their own posts. Readers in turn can comment on what they read, although blogs can be placed in secured environments as well. Self-
publishing encourages ownership and responsibility on the part of students, who may be more thoughtful (in content and structure) if they know they are writing for a real audience. It can be found blog discussions from the site http://blog-assisted-language-learning.blogspot.com/ students discuss any topics to develop their writing and reading skills. But students should type only in English this is very important for their developments in terms of writing and vocabulary.
Online tests and quizzes
Tests and quizzes have been always used by teachers in the classroom, teachers have to write then print it out and copy it and then deliver the papers to students. Students are reading the questions and using pen or pencils to mark the option. This is the only and traditional way of taking a test. But online tests on the other hand, are being used lately by learners and instructors which enable them not use a pen or pencil first. Teachers do not have to print and deliver the papers in the classroom. Also teachers can give feedbacks to their students which are very important and they do not have to evaluate marks from exam papers. By clicking on a button students can see their exam results. Several test formats are now being used by teachers and students interactively. Test software can be used to create interactive multiple-choice, short answer, jumbled-sentence, crossword, matching, ordering, and gap filling exercises for the web. It is shown in figure 1 that, online English learning web sites providing quizzes or tests including four skills of the language. Students are clicking on the correct answers and then check their results. It is possible for teachers creating their own web pages and evaluating students’ language learning.
Nowadays every messenger services have audio functions and technological equipments such as laptop computers, also have cameras on them. So students can talk with their instructors and peers far away. Skype is a new emerging technology and the potential application of it to language learning and teaching needs to be further explored (Wu, 2005). And students can speak with native speakers of language and compare their pronunciation with a native speaker. Speaking skills can be developed by using this application. Also students and teachers do not have to pay for this; they just pay for internet access.
Today’s world has been changed over the years and besides technology has been changed in other words it has been developed. Mobile learning is one of those technologies which have been used for a few years. Firstly; mobile learning means that people are learning whenever and wherever they want with their mobile phones, PDA’s and other technological devices if they have. Mobile learning is also defined as any service or facility that supplies learner with general electronic information and educational content that aids in acquisition of knowledge regardless of location and time (Lehner & Nosekabel, 2002). Vavoula and Sharples (2002) suggest three ways in which learning can be considered mobile as learning is mobile in terms of space, it is mobile in different areas of life, and it is mobile with respect to time. As it can be understood from these definitions that, mobile learning system is available for delivering education to learners anytime and anywhere they need it. Mobile phones are the most popular device among people.
IPods are one of the mobile media devices which enable users to produce, organize, deliver, and use media also users can share texts, images, audio or video with their peers and teachers. The technology and pedagogy of using podcasting and iPod are introduced and demonstrated in this session. The activity examples are to enhance not only listening, but also vocabulary building, learning grammar and publishing students’ work. An advanced feature of iPod, “PodText”, allows even more possibilities for language learning (Shinagawa & Schneider, 2007). All skills of English can be provided with the use of iPods for example teachers can send text messages and students can read the message and answer it. Also by recording their voices they can do listening and speaking exercises at the same time. Moreover, students can listen and read authentic materials such as news in English, songs, poems, or vocabulary and translations. The activity examples are to enhance not only listening, but also vocabulary building, learning grammar and publishing students’ work. IPods provides a variety of possibilities for language learners.