Language(s)

ESOL

Learner level

High Intermediate and Low Intermediate

Institution

University of Durham Language Centre

Name(s)

Contact details

Objectives

To extend the range of current content-based resources available to students studying academic English and to develop their ability to access communicative opportunities through subject specific discussion rooms. To integrate skills-based lessons into the existing curriculum to maximise self-learning opportunities through the web.

Implementation

May 1999

1. Research and refinement of search strategies
2. Research into type and use of discussion rooms
3. Curriculum modification

1. Integration of lessons into teaching programme (pilot)

1. 1st evaluation
2. Programme revision
3. Integration of programme into EAP courses

1. Second evaluation
2. Further programme revision
3. Curriculum development 1999-2000

Outcome

The project succeeded not only in providing students with content-based resources at the beginning of the programme but also in providing them with the skills necessary to extend the use of those resources for themselves. Ss were introduced to web sites, tutored in effective search strategies and were involved in workshops to extend their access to “real-time” English. Ss began their programme by establishing web-based e-mail addresses. This was followed by activities involving communication by e-mail both in class time and in self-study time. Ss were also introduced to general chat rooms and were involved in “chat” activities to familiarise themselves with the way in which the rooms work before being asked to engage in discussions in subject-specific rooms and to report back on the ideas explored. Ss also established their own discussion environments and used them to “conference” on given topics, with pre-defined aims and objectives.

Ss were given a range of subject-specific web sites at the beginning of their course and were asked to visit them and report back on the usefulness of the sites. They were also required to use the sites to find and evaluate others. Those considered useful were then added to the list. At the end of the course students were involved in producing a group project. Using web searches to gather relevant information played a large role.

The project also went beyond its original remit as both teachers and students discovered new web sties specific to language learning. The concept of the learner becoming teacher developed with students using web-based authoring packages to develop their own language-learning materials.

Feedback from students has been extremely positive. For many using the Internet systematically was a new experience. For all students the computer facilities became central to their self-study and even leisure time. Many of the students are also now using Internet facilities to remain in group contact with colleagues who have returned to their own countries.

Evaluation

Undoubtedly the project was worthwhile. The students have benefited in terms of their ability to access and use web-based resources. It has been interesting to note the group dynamics and language development which occurred on the periphery of the project, as students negotiated to help each other share resources and skills. The institution has also benefited from the development of staff expertise which is now being shared across courses and is being cascaded throughout the department.

The use of the web has now become fully integrated into the language programme. The web is now invaluable to the language programmes we run, in terms of its provision of access to real-time English. Our overall aim in teaching academic English is to equip students with the language and skills they will need to be successful postgraduate students. The use of the Internet is central to this. Not only does it extend the teaching resources available to us it also enables us to tailor courses much more specifically to individual needs and interests.

We also invest much in encouraging students to be responsible for their own learning. The Internet has broadened our scope and that of the students in this area. One of the most satisfactory things to happen throughout the project was near the end when students were required to use the internet to locate, access and evaluate information on given topics. The students completed their task successfully without ever needing to refer to teaching staff for assistance. The enthusiasm with which they addressed the task was wonderful to witness.

The only major problems encountered involved technical breakdown. On a couple of occasions either the University network went down or key web sites were inaccessible. The lesson to learned here is always to have a plan “B” when preparing lessons involving computers.

Project url

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