Effective Integration of the World Wide Web into a teaching and learning context: design and evaluation of a framework for practice.
By: Enda Francis SCOTT
A Dissertation submitted in part-fulfilment of the requirements for the degree of M.ED. in the Faculty of Education.
In conjunction with the materials available at: http://www.eli.es/class
Acknowledgements:
I would like to thank all the CELSE staff and librarians for constant support. In particular I would like thank my tutor Diane Slaouti for patience, encouragement and incisive comments.
At English Language Institute I would like to thank all the teachers who participated and in particular the Director, Richard Johnson for providing the opportunities to experiment.
Above all, I would like to thank Catt Boardman for continuous support, encouragement and crucial proofing.
Contents:
Chapter 1: Introduction / Background
1.1 Introduction
1.2 CALL: An Introduction
1.2.1 The Advantages of CALL
1.2.2 Limitations: what is needed to make CALL powerful
1.3 The Context
1.3.1 The Academy (ELI)
1.3.2 Experience with CALL
1.3.3 Lessons learned from ELI's experience
1.3.4 Experiences with Internet at ELI
1.4 Challenges for the future at ELI
Chapter 2: Internet and Language Learning
2.1 Introduction
2.2 What the Internet offers and entails
2.3 Hypertext / Hypermedia
2.3.1 Hypertext
2.3.2 Hypermedia
2.3.3 Hypertext and hypermedia in language learning
2.4 Learners
2.4.1 Motivation
2.4.1 Autonomy
2.4.3 Learner Training
2.5 Teachers
2.5.1 A new role for the teacher
2.5.2 Students need teachers
2.5.3 Teacher training
2.6 Integration
2.6.1 Tasks
2.7 What is available
2.7.1 Authentic language material
2.7.2 Reference
2.7.3 Specific ESL / EFL sites
2.7.4 Publishers
2.7.5 Recipe books
2.7.6 Web Quests
2.8 Conclusions
Chapter 3: A theoretical Framework
3.1 Introduction
3.2 Teaching and methodology at ELI
3.2.1 Teaching approach
3.2.2 The classroom
3.2.3 Tack based learning
3.2.4 Restraints
3.3 CALL Theory and practice
3.3.1 CALL at ELI
3.4 Towards an approach
3.4.1 An Instructivist / Constructivist approach
3.5 Towards Integration
3.6 The framework
3.7 Conclusions
Chapter 4: Description of the site
4..1 Introduction
4.2 Description of materials designed
4.2.1 Vocabulary Section
4.2.2 Coursebook Section
4.2.3 Web Sites Section
4.2.4 Exam practice Section
4.3.5 Support
4..3 Implementation
4.4 Within Theoretical framework
4.4.1 Language Learning Potential
4.4.2 Learner fit
4.4.3 Meaning focus
4.4.4 Authenticity
4.4.5 Positive Impact
4.4.6 Practicality
4.4.6.1 Design
4.5 Conclusions
5.1 Introduction
5.2 The theory of Evaluation
5.3 Practicalities of Evaluation
5.3.1 What to evaluate
5.3.2 How to evaluate
5.3.3 Procedure
5.4 Feedback on questionnaires / judgemental observations
5.4.1 Learner Questionnaire
5.4.2 Teacher Questionnaire
5.4.3 Extended use
5.5 Evaluation within Theoretical framework
5.5.1 Language learning potential
5.5.2 Learner fit
5.5.3 Meaning focus
5.5.4 Authenticity
5.5.5 Positive Impact
5.5.6 Practicality
5.6 Conclusions
6.1 Introduction: Implementing technology within a specific context
6.2 Issues for the future
6.2.1 Practicalities
6.2.2 Investigation / Training
6.2.3 Other areas for future investigation
6.3 Conclusions 147
Appendix 1: Statistics on use of Internet in Spain
Appendix 2: Survey of IT and Internet use at ELI
Appendix 3: On-line sites mentioned in Chapter 2
Appendix 4: Multimedia material used at ELI
Appendix 5: Introduction to Internet activities
Appendix 6: Support material for presentation of site
Appendix 7: In-house magazine/brochure promoting Internet
Appendix 8: Student questionnaire
Appendix 9: Teacher questionnaire