Using the Internet Resources for Teaching English as a Foreign Language to University Students

Information and communication technology has affected language instruction in higher education. The advent of the Internet and the wide spread of technology in our life create new opportunities for language learning. Since most of the Internet content is in English, teachers of English gain access to the enormous variety of authentic materials relating to all spheres of life at almost no cost.

In our article we will try to propose some suggestions on how to use the Internet in the classroom to enhance learning. Thus there exist different means:

1. English speaking newspapers, magazines and books. One can hardly deny the usefulness of reading in the process of learning. If suited to the students’ level of English, newspaper and magazine articles can be interesting to read and may trigger some in-class discussion, as well as increase students’ cultural awareness. Therefore, electronic newspapers are a great chance for educators and learners, since they are easily accessible and virtually free;

2. The following questions can be discussed at classes:

• How has the Internet changed your life?;

• What is your opinion of Facebook?;

• What is your opinion of “Internet Blog”?;

• What is in your opinion of “Cyberdemocracy”?;

• Can the Internet replace regular book?;

• What is your opinion about the Internet advertising?;

• What is your opinion about the Internet gambling?;

• What is your opinion about online games?;

• What is your prediction for the future of the Internet?;

• What is the Internet addiction?;

• What is custom writing on the Internet?;

• Will the Internet replace TV?;

• Is the Internet fun?;

• What is your opinion about the Internet copyright protection?;

• Will the future of the Internet be written in Chinese?

3) Students can write essays on the following topics:

• The Internet as a form of communication;

• The development and future of the Internet;

• Advantages and disadvantages of the Internet in students’ life;

• The effects of the Internet;

• Social networking: Communication revolution or evolution?;

• Problems and solutions of the Internet piracy;

• The Internet censorship: pros and cons;

• Education through the Internet;

• Pros and cons of music and video downloading;

• Industry of the Internet information influence;

• Effects of computer and the Internet on the society;

• The Internet: what lies ahead?;

• E-commerce and the Internet marketing.

Writing an essay the following tips can be used:

1. Topic / Title should be written.

2. Introduction of Essay:

   1. write a few sentences that lead into the main point of your essay;

   2. end the paragraph with your thesis statement (3 main points you are going to support):

• first point in thesis;

• second point in thesis;

• third point in thesis.

III) Body of Essay

1. Topic One – First Point in Thesis:

• support your point with either quotations or solid evidence;

• have at least five sentences.

  2. Topic Two – Second Point in Thesis:

• support your point with either quotations or solid evidence;

• have at least five sentences.

  3. Topic Three – Third Point in Thesis:

• support your point with either quotations or solid evidence;

• have at least five sentences.

IV) Conclusion:

1. write a few sentences summarizing your essay;

2. restate your thesis and how you proved your point [1].

4) Internet chat activities. The most motivating chat activities for language students are likely to be ones which include interaction with native speakers. There are a number of ways that students can interact with guests. They can interview guests about themselves, their country, their job, their family, and so on. Students can engage in a debate or discussion about a given topic with the guest. Students can also be interviewed by the guest;

5) E-mail. As many researchers have noted, e-mail extends what one can do in the classroom, since it provides a venue for meeting and communicating in the foreign language outside of class. Because of the nature of e-mail, FL learners do not have to be in a specific classroom at a particular time of day in order to communicate with others in the foreign language. They can log in and write e-mail from the comfort of their own room, from a public library or from a cyber-cafe, and these spatial possibilities increase the amount of time they can spend both composing and reading in the foreign language in a communicative context;

6) Watching video episodes. Teacher can download diverse video depending on a studied topic. There are three basic stages which can be used while working with video at lessons: pre-viewing, while-viewing and after-viewing;

7) Listening to songs. As most teachers find out, students love listening to music in the language classroom. It can also be a teaching tool. Often students hold strong views about music and students who are usually quiet can become very talkative when discussing it. In many cases, the teacher plays a song and leads a discussion on the meaning of the lyrics in a song. This can be effective, but this is just one of the many ways that music or song can lead to a fruitful discussion.

On the ground of the above-stated, it can be said that the Internet can bring effective and positive benefits to the process of teaching and learning a foreign language with university students at classes.

References:

1. http://www.classbrain.com