Methods and Techniques in Online English Language Teaching Minela Kerla1 and Sead Zolota2 Abstract

Corresponding educationwhich is based on press and postal delivery.

Multimedial model which combines the press, audio-tapes, video-tapes and CDs; Students were buying materials, then they read it and completed all the activities (with support and feedback) alone. For example, learning of foreign language by listening to video-tapes in combination with the workbook.

Tele-learning model – it's the model of synchronous communications using available technologies, such as video-conferences in order to provide educational programs.

Flexible learning model –which uses interactive medium by means of internet; this includes the communication through computers.

The current fifth generation is so called the Intelligent flexible learning model– main difference between this and fourth generation includes „access to institutional processes and resources...[which provides] adjustable electronic interface by which students, staff and others can interact with a university (Taylor, 2001, p.10).

The factors of influence were these: the need for a lifelong learning and changes, the establishment of platforms, the development of more sophisticated communications system, technological infrastructures required for online-learning, which were firmly established through improvements in bandwidth, ubiquity of computers in households, improved technological standards, computers in schools and in workplaces, as well as adaptive nature of technology (Clarke and Hermens, 2001).
David R. Godschalk & Linda Lacey (2001) present four catalysts, which could speed up distance learning acquisition: 1) generational changes; 2) development and support of so called „survival“ program; 3) institutional compliance; 4) developed practice of demand. Authors in their research on the inflluence of technology on planning of distance learning conclude that we should apply technologies in order to improve education planning.
Online-teaching doesn't have its own basis of teaching, it rather relies on traditional teaching. In traditional teaching, three competencies are required: professional, methodical, and psychopedagogical, and lately, technological on the level of technological literacy. The same applies for online-education, with the difference in that technological competencies must be on a higher level than usual(assessing and preparing organizational readiness; designing appropriate content; designing appropriate presentations; implementing e-learning). Boettcher andConrad(2010) present ten principles of online-teaching: presence on platforms which are engaged in teaching; the creation of stimulating environment for an online-community; giving clear and concise requests among teachers/students, such as: 1) how to communicate? 2) how much time they will spend working evey day?; use different groups: more people, in pair, individual lectures; use synchronous and asynchronous activities; during the course around the third week ask informally „How are you doing?“ and „Do you have any suggestions?“; prepare questions for discussions (quick one-liner advice); focus on the contents of the resources, applications, links on current events and examples, which are easily accessible by the teacher/student; adapt the contents to student's/teacher's needs; plan activities related to course graduation ceremony. In the follow-up of this work, we will introduce the methods that are most frequently used in online-teaching and will be presented separately in each chapter.