Contents introduction chapter I. The role of internet in teaching and learning English

This course paper is devoted to using internet –resources in an English lesson which is the most important in the learning environment
The aim of this course work is to analyze and discuss the possibilities and prospects of the using internet –resources in an English lesson and work with them at the present stage.


The tasks of the investigation include:
-to review the internet resources
-to analyze the internet resources pupils’ communication skills
-to find proper ways of using internet resources in teaching English language
-to analyze some methodological ways to improve using internet resources
The main language material of the work has been gathered from some theoretical books scientific articles,the internet resources which has been devoted to the using internet resources so that the evidence of the research results could be doubtless.
The theoretical and practical value of the paper lies in its applicability to teaching language methodology and practical English lessons. The present findings can be useful for managerial staff and specialists of the educational system and youth policy. Also, the research findings can be applied to work out and organize large-scale or local educational and social projects.
The structure of the work consists of the Introduction, two chapters,conclusion and refernces.
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CHAPTER I. The role of internet in teaching and learning English
1.1 Internet-based language learning and teaching
Nowadays Internet-based Language Learning (IBLL) is the most innovative area in the practice of English language teaching and learning. Keeping students interested and engaged in current topics or activities is a daily challenge for teachers in the classroom. One of the advantages of IBLL is that it provides new possibilities for assisting teachers to successfully meet this challenge.
In the last few years the number of teachers using IBLL has increased significantly. Although the potential of internet resources for educational use has not been fully explored yet and theaverage educational institutions still make limited use of computers and internet resources, it is obvious that we have entered new information age in which the links between technology and teaching of English as a Foreign Language have already been established. The development of the interⁱnet brought a revolution in the teachers’ perspective, since teaching tools offered through the internet were gradually becoming more reliable. ¹¹
Nowadays, the internet is gaining immense popularity in English language teaching and more and more educators and learners are embracing it.Until recently a lot of research has been carried out on internetresources for language acquisition. Several authors have writtenvarious articles confirming the benefits of IBLL.¹²All the articles show how internet resources can be used and give theiraddresses but no author has ever explained how IBLL can be applied in a large class. The author of this article has tried to solve the problem of using IBLL in large class.
This course paper is structured as follows. The first section deals with the advantages and disadvantages of IBLL. The second section explains how computers can be used in class, learning the language. The third section shows the approaches of group divisionand finally, the last section presents the list of internet resources which can be used for English language acquisition.
In today’s technologically based fast moving world, one must be able to understand and be flexible while recognizing the needs to learn. For communicating at global level English is the most accepted medium. Knowledge of the English language keeps one abreast of the world. This leads to limitless personal and business opportunities. Being able to speak in English also widens one’s horizon globally.
Today, there is huge amount of language learning materials besides the traditional grammar and course books and dictionaries. The application of English technology has developed a new field for autonomy English learning which is becoming more and more popular at home and abroad. Learning English on the Internet can create efficient and high-quality achievement in personal or mass English learning.
It is very practical to learn English online because it can be pursued at any place and one does not have to drive to school. One can save travel time and expenses. Moreover, most of the English courses offered are free of cost for everyone to take advantage of.
Learning English online allows one to study English independently at one’s own pace, and also allows one to take lessons at own speed depending on one’s aptitude and availability. Since there are a lot of available online English courses to choose from, one is not limited to the knowledge of one teacher alone. One can learn from a number of online teachers and training modules from across the globe.
Learning in this way exposes us to different English concepts that are applied in real business operations. In this respect one gains a variety of ideas and knowledge that can’t really be learnt from books. Moreover it is very interesting. While using the internet for research information and interaction with other learners, one can enhance navigating skills through the computer and web technologies. These skills are critical and essential requisites in the present century business and social life that require working with colleagues globally and across all time zones.
Using internet can also enhance research skills and crosscultural learning by providing a better understanding of foreign countries and cultural differences as well as enhance students’ cross-cultural communication skills.
A foreign language is studied in a cultural context. In a world where the use of internet becomes more and more widespread, an English Language teacher’s duty is to facilitate students’ access to the web and make them feel like citizens of a global classroom, practicing communication on a global level.
For years, English language teachers have been implementing traditional teaching techniques that involve the same classroom dynamics and that at the same time set boundaries to the learning expectations of the students. Nowadays, the World Wide Web provides people the opportunity to learn and practice what they want to, taking advantage of it; it was decided touse the internet as a resource to lead a focal group of EFL learners, to explore and to articulate the class with language activities on the web. Since the web provides plenty of resources,
Heick ¹³ highlights the current impact that technology has had towards education; the author claims that the days in which people have problems with finding information have already finished; In this sense, any kind of information that a teacher or student could ever need is available on the internet. Several technological tools, such as computers and language laboratories, have arrived to set aside those traditional resources like grammar books and photocopies used to teach and learn a foreign language.
Jeong-Bae Son ¹⁴ states that teachers can find attractive materials in order to construct network-based teaching environments in which they can create meaningful tasks and use suitable materials in EFL sessions. Those new resources and techniques are linked to the implementation of web tools inside and outside the classroom, as a main resource to pro mpt the students’ interaction with specific content selected by the language teacher. Moreover, Gitsaki & Taylor ¹⁵ argue that the learner’s self-confidence can be enhanced when they take the risk to search information on the web, and they obtain the outcomes they were expecting.
Use of Internet resources in EFL sessions highlights the importance of assigning the students activities through the internet in order to provide them a more innovative and accessible way of interaction with the language in or outside the classroom. Prensky¹⁶ argues that nowadays people prefer to use fast and easy ways of communication such as smart phones, social reds and electronic devices. The interaction with web tools enables students to acquire skills according to this new century in which technology has have a relevant impact on the language educational field. Pink ¹⁷ states that “We are preparing students for their future, not our past" . That is why future teachers need to develop new techniques that match with the reality we are living in, in terms of technology, and fit in the world system that is growing every day. The application of internet in EFL classes can be one of those alternative resources to engage students to learn. In addition, Kuntz ¹⁸states that English teachers should consider the use of all forms of technology in the classroom in order to train the students to use it appropriately and effectively. It is highlighted by the author that the assistance of the teacher can be helpful to develop technological skills that engage and support students in the process of learning a foreign language.
According to Son¹⁹ the hypermedia has expanded the power of computer assisted language learning (CALL) given the fact that it allows learners to explore and discover new learning paths; at the same time, language teachers benefit from it, as it has applicable resources for EFL classes.
The “Ministerio de Educación Nacional” (MEN) formulates a program called Programa Nacional de Bilingüismo 2004-2019 which proposes that “Para el aprendizaje exitoso del inglés, los lenguajes visual, sonoro y escrito convergen en la televisión educativa y el Internet. El uso de plataformas para entornos virtuales ha modificado los roles de estudiantes y docentes, estimulando el aprendizaje autónomo y el papel de los docentes, como acompañantes y facilitadores. El Programa Nacional de Bilingüismo señala a las Secretarías de Educación la importancia de estas herramientas,[…]”
This program highlights the relevance of using virtual tools in EFL classrooms as it modifies the teacher’s role into an innovative facilitator, as well as the learner changes in order to be more autonomous.
Morrison ²⁰ claims that the use of internet is now a better resource to improve the accomplishment in EFL classrooms; due to the fact that the hypermedia gives teachers and learners access to language learning resources in a fast and appealing way. Some of those resources are: Online journals, newspapers, magazines and blogs. Also teachers can create their own interactive language learning activities on the Web, which allows them to adapt the activities to their own courses and students. The implementation of web tools collaborates with the grown of the independent learning given the fact that educators provide a wide assortment of materials for learners to study in and out of the classroom encouraging learner´s autonomy; according to Gonzalez and Louis (N.D) some online applications such as text-to-speech (TTS) in which the students introduce the text and can listen to it as many times as they want, increases the learners’ autonomy in as much as they no longer need to rely on the teacher’s assistance. Besides, the instructor of the students chooses a substantial variety of tasks available in a combination of formats, such as text, graphics, audio, videos and websites where students can be exposed to real language used, and interacting with peers and native speakers allowing them to foster the language learning of students.
Activities on the web should be implemented in EFL classrooms since it is an innovative resource for learning and teaching. Its variety contributes to keep some students’ mind active and disposed to learn through real contexts. The use of the internet in EFL classrooms contributes to motivate students by setting the target language as vehicle to explore several contents of real life; as mentioned by Gitsaki and Taylor²¹ the Internet gives users different motivating and catching resources. In order to focus our research process, the following questions are formulated:
1: How does the implementation of Internet resources in an Elementary course affects the learning and the teaching process?
2: How are the roles of the teacher and the student affected by the use these resources?
3: What insights can be drawn from the researchers and the participants regarding the use of Internet resources for language teaching purposes?