Using web-based language learning activities in the ESL classroom

This article looks at ways of using Web-based language learning (WBLL) activities and reports the results of a WBLL project that developed a Web site as a supplementary resource for teaching English as a second language (ESL) and tested the Web site with a group of students in an ESL context. The Web site provides WBLL session plans for ESL teachers, containing three types of WBLL activities: pre-created Web activities for grammar, vocabulary, reading and listening; task-based Web activities that require students to use the Web to produce certain outcomes; and teacher-made Web activities. Participants in WBLL sessions using the Web site showed positive attitudes toward WBLL and expressed the view that they would like to use more Web activities during and outside class time

Moving beyond basics: from CALL coursework to classroom practice and professional development

This chapter addresses the issue of transfer from computer-assisted language learning (CALL) coursework to language teaching practice and teacher professional development. The study reported in this chapter specifically looks at and examines a formal CALL course offered as an optional course for postgraduate students at an Australian university. It employs surveys and follow-up interviews to investigate how language teachers, who had previously completed the CALL course, use CALL in their teaching situations and how they continue their professional development in CALL. The results of the study indicate that the teachers valued the CALL knowledge and skills they gained in the CALL course as the coursework opened their eyes to the potential of CALL in the classroom and the evaluation of CALL materials. The teachers expressed a desire for more knowledge on how best to integrate CALL as well as for further professional development and training in CALL. Findings enhance our understanding of the impact of CALL coursework on CALL practice in situated contexts and provide practical implications for language teacher education

Learning about computer-assisted language learning: online tools and professional development

The study reported in this chapter investigates computer-assisted language learning (CALL) practitioners' use of online tools and ways of developing their professionalism in the field of CALL. Participants in the study were members of an international association for CALL. They were invited to complete an online questionnaire on a voluntary basis. The questionnaire was employed to collect the participants' demographic information and self-reported data on the use of online tools. It also asked the participants to indicate how they keep up to date with what is happening in CALL. The results of the study indicate that the participants use web search engines, communication tools and social networking sites most frequently among twelve categorised online tools while most participants consider themselves as good or excellent users of the Internet. Many participants often read journal articles or books, read email list messages or connect with others in social networks to learn about new developments in CALL. They also regularly search the web and collect information from blog posts or email list messages. Findings contribute to our understanding of CALL practitioners' experiences with online tools and professional development activities and provide recommendations for teacher training for CALL

Nationalism and reunification: a case study of the inter-Korean border area

My research examines the role of nationalism towards Korean reunification and the development projects of Korea's border area. The Korean border is a political boundary fonned by the 1953 Armistice Agreement which ended the Korean War. The boundary and its surrounding areas are restricted due to security reasons and the border area is less developed area compared to other provinces in South Korea. On the other hand, the border area could become an area of economic cooperation between North Korea and South Korea and a milestone of economic integration of the two Koreas. I explore how Korean nationalism would influence concretely on inducing the reunification. And to seek the Korean reunification strategies, I explore nationalism in Korea and relevant case studies such as Cyprus, Germany and Yemen. Specially, I analyze that to ensure environmental sustainability the inter-Korean border area, South Korea's development projects for the reunification needs to be balanced against environmental concerns. In fact, despite the increasing calls for development projects between North Korea and South Korea, the management of the border area's environment is rarely thought of as a common necessity. This research discusses effective development projects concerning part of the South Korean government's reunification strategies and environmental concerns in the border area. This research is based on interviews with key local infonnants conducted in the Korean border area from June 2006 to October 2006. In depth interviews were supplemented with archival and documentary material. And the border people's popular opinion is essential in achieving a community's support for the development projects. Therefore, the border people's attitudes towards the development and the environment have been surveyed in one of the South Korean border cities. The results are discussed in relation to reunification strategies in the Korean border area and the thesis explores South Koreans' aspiration to reunification based on Korean nationalism. In addition, it is argued that there is a linkage between development and environment in the border area. These findings have implications for the effective reunification strategies and management of the border area on the Korean peninsula