This document discusses using internet-based projects, email, and chat in language learning. It provides guidance on setting up internet projects, the benefits of using email for communication, and how to structure chat lessons. Key points include choosing clear topics and outcomes for projects, using email to facilitate collaboration and communication outside of class, and ensuring chat lessons have a warmup, main task, and closing activity with a focus on language practice.

1. ICTInLanguage
Learning
Internet-basedprojectwork, HowtouseEmail, Howtousechat.

2. GroupMembers
• FrischaVebi MonetaA. 2201416139
• QurrotAiny 2201416145

3. Internet-based Project
work

4. Why do Internet-based project?
1. They are structured way for teachers to begin to
incorporate the Internet into the language
classroom, on both short-term and a long-term
basic.
2. The use of projects encourages cooperative
learning, and simulates interaction.
3. They can be used simply for language learning
purpose, and also interdisciplinary.
4. They encourage critical thinking skils.

5. Basic project
In order to prepare for Interned-based
project work, we need to do the
following:
Choose the project topic
Make the task clear
Find the resources
Decide the outcome

6. Internet-based simulations
Interned-based simulations bring real-life
context to the classroom, helping our learners
to deal with situations that they may come
across during foreign travel or in encounters
with other speakers of English.

7. Webquests
This is a mini-projects in which a large percentage
of the input and material supplied from the
Internet.

8. Two types of webquest
Short-term webquest
• At the end, a learner will
grappled with a significant
amount of new informartion.
• It may spread over a period of
couple of classes.
• Will involve the learners in
visiting a selection sites to find
information, and using that
information in class to achieve
a set of learning aims.
Long-term webquest
• After completing, a learner will
have analysed a body
knowledge deeply and
transforming it in some ways.
• They will have demonstrated an
understanding of the material
by creating something that
other can respond online or
offline.

9. Webquest creation
Some skills that we need to make a webquest
creation :
• Research skills
• Analytical skills
• Word processing skills

10. Design Process by Tom March

11. Exploring the
Possibilities

12. Designing for Success

13. Creating Your Webquest

14. How to use Email

15. The benefits of email
• Email allows us to keep in touch with other
teachers around the world via mailing lists
and discussions groups.
• Email also allows us to communicate with
learners outside the classroom.
• The technology is relatively simple to use, and
most of our learners will already be familiar
with it.

16. Basic email skills
Communication skills
Some basic s of netiquette :
• Not using only capital letters, which is
perceived as ‘shouting’ online.
• Being sure to respect others’ opinions.
• Avoiding ‘flaming’- ongoing arguments
which become increasingly personalised
and possibly public.
• Making sure that files sent as email
attachments are not too large, as the
person receiving the email may not be
able to download them.
Technical Skills
• A basic knowledge about
viruses sent by email, and
spam or unsocilicited junk
email- what these are, and
how to protect themselves
from them.

17. Using email with learners out of class
• Learners can submit classwork as attachment by email,
which can be marked by teacher and returned by email.
• The teacher can email learners a summary of classwork,
homework, extra-material, or updates on classes.
• Learners can use email to prepare before the class.
• Email can be used as a collaborative writing tool.

18. Using emails with learners during class
A data colletion project requires learners to
send emails to real companies, individuals,
organisations or websites to solicit information.
This information is then collated for comparison,
and a presentation or written report is prepared
on the topic.

19. Keypal Project
• Keypal is the term for pen pals who use email to
communicate.
• It a project between two groups of keypals who
are learning English in different countries.

20. Some points before start Keypal project
• Ensure that you are agree on clear deadlines and time
frames with your partner teacher for emails to arrive, and
stick to these.
• Negotiate groupings with your partner teacher, and decide
whether email will be written by individuals in one class to
individuals in other class, in pairs or in groups, or even in
whole class.
• Decide which language will be used in emails.
• Ensure that all learners have basic emailing skills and
knowledge of email netiquette.

21. How to use Chat

22. Chat in Language Teaching
• Chat has enermous potential to link students
around the world.
• It is a technology that many learners will often
be familiar with and will use in their social
lives.

23. Types of Chat
Differences of chats:
Text Chat
Audio or Voice Chat
Public Chat
Private Chat
Educational Chats:
• Free Topic Chats
• Collaborative, task-oriented
chats
• Informative or academic
chats
• Practice chats

24. Chat Programs
• Skype: Web based communications app that
offers texting, video chat, and international
calls.
• Netmaking: Well-known program which allows
video and audio conferencing alongside other
tools which works with windows.

25. Why use chat in language teaching?
• There has been some research into how using tools
such as synchronous text chat can improve
learners’ language abilities.
• It is a technology that many learners will often be
familiar with and will use in their social lives.

26. What kind of English should learners use in
chat?
• There is the view that online text chat is the virtual
equivalent to mobile phone texting, in which
abbreviated forms, for example, CU L8r for see you
later, are the norm.
• Students had better use standard written English
conventins in text chat and email.

27. What technical skills do teachers and
learners need to be able to use chat?
• Current chat software is very easy to install
and use, so no special technical skills are
needed by either teachers or learners.
• Typing ability
• Internet connection, although it is not a ‘skill’
What benefits does the use of chat bring to
the classroom?
Using chat in the classroom can be hugely
motivating to learners

28. Is it better to use text text or voice chat with
learners?
Advantages
Text Chat Voice Chat
Learners may already use text
chat at home.
Learners may already use text
chat at home.
Brings current technology
into the classroom.
Brings current technology into
the classroom.
Use of a new tool can be
motivating for learners
Use of a new tool can be
motivating for learners
Enables learners to make
contact with learners in other
countries.
Enables learners to make
contact with learners in other
countries.
A low tech option ‘Real’ oral practice of language.
Non threatening and easy to
learn to use
Voice chat software incresingly
easy to download and use
Chat transcript can be used
later for language analysis

29. Disadvantages
Text Chat Voice Chat
Text chat can be chaotic
(overlapping turns,
disjointed, topic decay.)
Suitable for very small
groups only
Unclear whether text chat
really improves learners’
English
Reliable broadband internet
connection needed
Can be difficult to identify
errors vs. Typos vs. Non-
standard ‘chat speak’
Recording a chat may be
complex and require other
software
Weaker typist are put at a
disadvantage

30. How to start using text or voice chat with
learners?
• Install and learn to use the software
• A practice chat class
• Contact with another class

31. How to stucture a text or voice chat lesson?
• A chat lesson needs a clear structure and aims. Ask
yourself what learners will get out of your chat.
• There are several possible groupings for running chats
between two classes in different geographical location:
a. One learner from Class A being paired with
learner from Class B
b. Work on a small groups on a single
computer.
c. Using a microphone for a voice chat

32. Any chat lessons, whether using text and/or voice chat,
should include the following broad stages:
• An introductoty/warmer phase
• The main content of the chat
• A closing stage

33. A sample text chat lesson plan
• Before the class: the teacher needs to first make contact
with the teacher of a similar class in terms of level, class
size, and access to technology.
• Classroom management issues: ideally learners are put
in pairs for the first chat. For classes with fewer
computers than learners, learners can either conduct
the chat in pairs, or consecutive learners can be allowed
access the same computer for a certain amount of time.
• During the chat: hand out worksheets which your
learners will need to complete during the chat.

34. • After the chat: each learner now has information
about an individual in other class, and can draw up a
profile of that individual. Learners from class A could
be asked to decide whose profile from Class B is
closest to their own: in other words, who is most like
them.

35. A summary of issues on using text and/or voice chat with
learners:
• Try the software out in the computer room with the class
before setting up the ‘real’ chat.
• Allow a class from another country to make contact with the
other class.
• Set a clear task.
• Ensure that it is clear to learners what the purpose of using
chat is.
• The ideal group size for a text or voice chat is small.
• Record the chat.
• Have a contingency plan.