June 2011 — Volume 15, Number 1
** On the Internet **
Jeong-Bae Son
jeong-bae.son
usq.edu.au
University of Southern Queensland, Australia
Introduction
There are a large number of online tools that can be used for second/foreign language learning and teaching (Chapelle & Jamieson, 2008; Garrett, 2009; Godwin-Jones, 2009, 2010; Levy, 2009; Meskill & Anthony, 2010; Warschauer, 2010). The increasing awareness of the tools generates a need for computer-assisted language learning (CALL) researchers and practitioners to develop and implement CALL widely by exploring, selecting, using and evaluating the tools in a variety of contexts. In this paper, I discuss the place and role of online language teaching tools in CALL and present a categorised list of the tools, which provides a basis for further research and practice in CALL.
Language Teaching on the Internet
Internet-based language instruction (IBLI) can be defined as language teaching conducted on the Internet using Internet tools and resources (Son, 2004). In IBLI, computer-mediated communication (CMC) and Web-based language learning (WBLL) are two major topics, which have particularly attracted great attention among CALL researchers and practitioners. Chun’s (2007) survey of two CALL journals (i.e., CALICO Journal and Language Learning & Technology) supports this point by revealing that the two most popular topics in the journals during the period 2001-2006 were CMC and Web-based instruction. My own studies also reflect a similar trend with focuses on the use of online discussion groups (Son, 2002), the evaluation of language learning websites (Son, 2005) and the use of WBLL activities (Son, 2007, 2008) and Web-based portfolios (Son, 2009).
It is evident that online tools play key roles in the implementation of CMC and WBLL. Out of the 23 articles published in the Computer Assisted Language Learning journal in 2009, 20 articles employ some kind of online tools and report studies related to the use of the tools. Also, one of the questions I receive most frequently as a CALL teacher educator from in-service and pre-service teachers is: “Is there any online tool for this activity?” Consequently, I decided to make a list of online tools that are currently available and freely accessible on the Internet. My intention was to guide language teachers to explore those tools themselves and choose the right ones for their teaching purposes.
Types of Online Tools
The Online Tools for Language Teaching (OTLT) list presented below is a result of my own explorations, experiences and evaluations. During the process of information collection, interestingly, I discovered the Directory of Learning Tools (http://c4lpt.co.uk/Directory/), which provides a comprehensive list of tools for formal, personal, group and organisational learning, including general computer applications, standalone software programs and Internet tools. While the directory itself is an excellent database of learning tools, its extra wide coverage makes it difficult for language teachers to use their online time effectively in choosing particular tools with direct relevance for language teaching. In this respect, my OTLT list takes a different approach by addressing the needs of a specific group of professionals (i.e., language teachers) and focusing on Web-based tools that can be exploited for language learning and teaching
purposes.
Based on their main functions and features, the online tools are classified into twelve categories: learning/content management systems; communication; live and virtual worlds; social networking and bookmarking; blogs and wikis; presentation; resource sharing; Website creation; Web exercise creation; Web search engines; dictionaries and concordancers; and utilities (see Figure 1).
Figure 1. Categories of online tools for language teaching
Table 1 shows a selected number of online tools for each category.
1. Learning/content management systems (LMSs/CMSs) include Blackboard, Drupal, Joomla, Moodle and Sakai. Moodle, in particular, is a very popular free LMS adapted to online courses at many universities and schools.
2. Communication tools include Gmail, Skype, TokBox, Windows Live Messenger, Yahoo! Messenger, Jabberwacky, Verbot, MyBB, phpBB, Tangler and Voxopop. A good example of the communication tools is Skype, which is widely used for voice chatting and video conferencing.
3. Live and virtual worlds are used for delivering live meetings and virtual word communities. Elluminate, Livestream, OpenSimulator, ActiveWorlds, Second Life, Ustream, Wimba Classroom and WiZiQ belong to this category.
4. Social networking and bookmarking sites encompass Delicious, Diigo, Elgg, Facebook, Grouply, MySpace, Ning, SocialGo, LinkedIn, Twitter, Lang-8 and Livemocha.
5. Blogs and wikis, including Blogger, Edmodo, Edublogs, LiveJournal, WordPress.com, PBWorks, Wikispaces and Penzu, are collaboratively used in many language classes.
6. Presentation tools such as 280 Slides, Animoto, Empresser, Prezi, SlideRocket and Zoho Show offer innovative ways of presenting language-related materials.
7. Resource sharing tools are one of the most valuable tools on the Web. They encompass Google Docs, TitanPad, Zoho Writer, Box.net, Dropbox, VoiceThread, Xtranormal, Flickr, Picasa, MyPodcast, PodOmatic, Glogster, Screenr, Slideshare, PhotoPeach, Dipity, OurStory, Jing, SchoolTube, TeacherTube, VideoPress, Vimeo, WatchKnow and YouTube.
8. Website creation sites such as Google Sites, Jimdo, KompoZer, Mahara, Movable Type, SnapPages, Weebly, Webnode, Webs and Wix provide teachers and students with simple and easy ways to create their own Websites.
9. Web exercise creation tools such as ContentGenerator, SMILE, ESL Video, JClic, Hot Potatoes, Quia, Lingt and Listen and Write enable teachers to create language exercises themselves.
10. Web search engines designed to search for information on the Web include Ask.com, Bing, Google and Yahoo! Search.
11. Dictionaries and concordancers are language reference tools, which include Dictionary.com, Merriam-Webster Online, YourDictionary.com, Compleat Lexical Tutor, Forvo, Howjsay, Visuwords, OneLook Dictionary Search and VLC Web Concordancer.
12. Utilities that can be useful for language learning activities include CalculateMe, CalendarFly, Doodle, ClustrMaps, Currency Converter, Dvolver Moviemaker, Google Earth, Lesson Writer, Storybird, Cacoo, Mindmeister, Mindomo, Remember the milk, SurveyMonkey, Voki, Time and Date, TinyURL.com, W3C Link Checker, Wallwisher, Wayback Machine and Wordle.
The list (Table 1) is not exhaustive and can be modified and updated in line with changes to existing tools and developments of new tools. Also, there are tools that can be listed in more than one category due to their integrated features (e.g., Wimba classroom, Jing).
Table 1. Online Tools for Language Teaching
|
1. Learning/content management systems (LMS/CMS) |
||
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Blackboard |
Blackboard Inc. |
|
|
Drupal |
Free open source |
|
|
Joomla |
Free open source |
|
|
Moodle |
Free open source |
|
|
Sakai |
Free open source |
|
|
2. Communication |
||
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Gmail |
|
|
|
Skype |
Chats |
|
|
TokBox |
Chats |
|
|
Windows Live Messenger |
Chats |
|
|
Yahoo! Messenger |
Chats |
|
|
Jabberwacky |
Chatbot |
|
|
Verbot |
Chatbot |
|
|
MyBB |
Forum |
|
|
phpBB |
Forum |
|
|
Tangler |
Forum |
|
|
Voxopop |
Audio discussions |
|
|
3. Live and Virtual Worlds |
||
|
Elluminate |
Live e-learning |
|
|
Livestream |
Streaming video |
|
|
OpenSimulator |
3D application server |
|
|
ActiveWorlds |
3D virtual world |
|
|
Second Life |
3D virtual world |
|
|
Ustream |
Live broadcast |
|
|
Wimba Classroom |
Live teaching |
|
|
WiZiQ |
Virtual classroom |
|
|
4. Social Networking and Bookmarking |
||
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Delicious |
Social bookmarking |
|
|
Diigo |
Social bookmarking |
|
|
Elgg |
Social networking |
|
|
|
Social networking |
|
|
Grouply |
Social networking |
|
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MySpace |
Social networking |
|
|
Ning |
Social networking |
|
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SocialGo |
Social networking |
|
|
|
Professional network |
|
|
|
Information network |
|
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Lang-8 |
Language learning community |
|
|
Livemocha |
Language learning community |
|
|
5. Blogs and Wikis |
||
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Blogger |
Blog |
|
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Edmodo |
Blog & wiki |
|
|
Edublogs |
Blog |
|
|
LiveJournal |
Blog & journal |
|
|
WordPress.com |
Blog |
|
|
PBworks |
Wiki |
|
|
Wikispaces |
Wiki |
|
|
Penzu |
Personal journal |
|
|
6. Presentation |
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|
280 Slides |
Multimedia |
|
|
Animoto |
Video slideshows |
|
|
Empressr |
Multimedia |
|
|
Prezi |
Presentation editor |
|
|
SlideRocket |
Creating and sharing |
|
|
Zoho Show |
Creating and sharing |
|
|
7. Resource Sharing |
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Google Docs |
Documents |
|
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TitanPad |
Documents |
|
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Zoho Writer |
Documents |
|
|
Box.net |
Files |
|
|
Dropbox |
Files |
|
|
VoiceThread |
Group conversations |
|
|
Xtranormal |
Movies |
|
|
Flickr |
Photos |
|
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Picasa |
Photos |
|
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MyPodcast |
Podcasts |
|
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PodOmatic |
Podcasts |
|
|
Glogster |
Posters |
|
|
Screenr |
Screencasts |
|
|
Slideshare |
Slides |
|
|
PhotoPeach |
Slideshows |
|
|
Dipity |
Timelines and news |
|
|
OurStory |
Timelines and stories |
|
|
Jing |
Visuals |
|
|
SchoolTube |
Videos |
|
|
TeacherTube |
Videos |
|
|
VideoPress |
Videos |
|
|
Vimeo |
Videos |
|
|
WatchKnow |
Videos |
|
|
YouTube |
Videos |
|
|
8. Website Creation |
||
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Google Sites |
Pre-built templates |
|
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Jimdo |
Website editor |
|
|
KompoZer |
Web authoring |
|
|
Mahara |
E-portfolio system |
|
|
Movable Type |
Weblog management |
|
|
SnapPages |
Drag-and-drop |
|
|
Weebly |
Drag-and-drop |
|
|
Webnode |
Website builder |
|
|
Webs |
Website builder |
|
|
Wix |
Flash Website |
|
|
9. Web Exercise Creation |
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ContentGenerator |
Flash-based |
|
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SMILE |
Flash-based |
|
|
ESL Video |
ESL video quizzes |
|
|
JClic |
Java platform |
|
|
Hot Potatoes |
JavaScript authoring |
|
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Quia |
JavaScript authoring |
|
|
Lingt |
Spoken exercises |
|
|
Listen and Write |
Dictation exercises |
|
|
10. Web Search Engines |
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Ask.com |
Ask Jeeves |
|
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Bing |
Decision engine |
|
|
|
PageRank |
|
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Yahoo! Search |
Yahoo! Slurp |
|
|
11. Dictionaries and Concordancers |
||
|
Dictionary.com |
Free online |
|
|
Merriam-Webster Online |
Free online |
|
|
YourDictionary.com |
Free online |
|
|
Compleat Lexical Tutor |
English and French |
|
|
Forvo |
Pronunciation dictionary |
|
|
Howjsay |
English pronunciation |
|
|
Visuwords |
Graphical dictionary |
|
|
OneLook Dictionary Search |
Dictionary search |
|
|
VLC Web Concordancer |
Server-based |
|
|
12. Utilities |
||
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CalculateMe |
Conversion utility |
|
|
CalendarFly |
Free scheduling |
|
|
Doodle |
Easy scheduling |
|
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ClustrMaps |
Hit counter map |
|
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Currency Converter |
Currency calculator |
|
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Dvolver Moviemaker |
Animated cartoons |
|
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Google Earth |
Virtual globe |
|
|
Lesson Writer |
Lesson plans |
|
|
Storybird |
Collaborative storytelling |
|
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Cacoo |
Collaborative diagramming |
|
| Mindmeister | http://www.mindmeister.com/ |
Mind mapping |
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Mindomo |
Mind mapping |
|
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Remember the milk |
Task management |
|
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SurveyMonkey |
Online survey |
|
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Voki |
Speaking avatar |
|
|
Time and Date |
Time zones |
|
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TinyURL.com |
URL shortening |
|
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W3C Link Checker |
Links and anchors |
|
|
Wallwisher |
Sticky noticeboard |
|
|
Wayback Machine |
Internet Archive |
|
|
Wordle |
Word clouds |
|
|
(Last updated: 25 May 2011) |
||
Source: (http://www.apacall.org/member/sonjb/projects/tools/)
Discussion
Related to the use of the online tools in CALL contexts, CALL research and practice can be initiated and improved by asking and answering the following 5W1H (who, when, where, what, why and how) questions. These elemental questions lead CALL researchers and practitioners to choose and test certain tools with clear aims and objectives.
(1) Who uses it? – Learners? Teachers? Other users?
(2) When do we use it? – Class time? Self-study time? Meeting time? Free time?
(3) Where do we use it? – In the classroom? In self-access rooms? At home? Outdoor areas?
(4) What do we do with it? – Reading? Writing? Listening? Speaking? Course management? Communication? Collaboration? Social networking? Resource sharing? Website creation? Web exercise creation? Web search? Entertainment?
(5) Why do we use it? – To manage courses? To communicate with others? To collaborate with others? To experience virtual worlds? To share resources? To create Websites? To create Web exercises? To collect information and resources? To have fun? To make learning and teaching easier?
(6) How do we use it? How does it work? – By contextualising? By creating learning spaces? By contacting others? By working with others? By exploring online communities? By sharing information and resources? By publishing Websites and Web exercises? By reflecting on learning and teaching? By developing language learning activities? By integrating certain online activities into the curriculum?
In terms of facilitating the second language acquisition (SLA) process, Bush (2008) asserts that we need to find out “where and when during the SLA process each technique and tool can be applied to achieve maximum benefit” (p. 453). In a similar vein, Garrett (2009) states that “the availability of tools and resources that make possible student use of such aids does not guarantee that students will, in fact, use them in the way or to the extent that developers intend; only carefully structured assignments and follow-up work can effectively promote such use” (p. 722). She also says, “Being familiar with digital tools is not enough; students need guidelines on how to use them specifically for the purpose of acquiring greater language proficiency” (p. 730). This implies that teachers need to be knowledgeable and skilful enough to guide students when and how to use which tool for effective language learning. Best CALL activities are likely to be planned and conducted by competent teachers utilising online tools effectively and efficiently.
Conclusion
With the widespread use of the Internet, many online tools are increasingly available for use in educational and non-educational settings. Due to the abundance and sophisticated features of the tools, however, it is often difficult to select the right tools for specific purposes. In view of the need for CALL researchers and practitioners to find, choose, use and evaluate educational tools for further development and implementation of CALL, it should be meaningful to have a categorised list of selected tools that can be used for language learning and teaching. With this in mind, I have created and presented the OTLT list showing examples of such tools divided into twelve categories.
In this paper, I have stressed the need to use online tools purposefully. It is suggested that the OTLT list should be updated regularly while reflecting continuous changes and new developments. It should be also valuable to incorporate an evaluation system into the list so that teachers can make evaluative judgements of the tools and share their experiences of using the tools in and beyond the classroom. I conclude this paper by saying that, along with the expansion of CALL, research and practice should be constantly encouraged to improve our understanding of theoretical, pedagogical and technical aspects of the use of the tools in various contexts.
Note
This article is an abridged version of a plenary address given on 3 December 2010 at the Globalization and Localization in Computer-Assisted LanguageLearning (GLoCALL) 2010 Conference, Le Meridien Hotel, Kota Kinabalu, Sabah, Malaysia.
About the Author
Jeong-Bae Son, Ph.D. [http://www.apacall.org/member/sonjb/], is Associate Professor of Applied Linguistics & TESOL in the Faculty of Education at the University of Southern Queensland, Australia. His areas of specialisation are computer-assisted language learning, language teacher education and e-literacy. He is currently the President of the Asia-Pacific Association for Computer-Assisted Language Learning (APACALL), Co-Chair of the GLoCALL Conference, Editor of the APACALL Book Series, Co-Editor of CALL-EJ and Co-Editor of the International Journal of Pedagogies and Learning.
References
Bush, M. D. (2008). Computer-assisted language learning: From vision to reality? CALICO Journal, 25(3), 443-470.
Chapelle, C., & Jamieson, J. (2008). Tips for teaching with CALL: Practical approaches to computer-assisted language learning. White Plains, NY: Pearson Education.
Chun, D. M. (2007). Come ride the wave: But where is it taking us? CALICO Journal, 24(2), 239-252.
Garrett, N. (2009). Computer-assisted language learning trends and issues revisited: Integrating innovation. The Modern Language Journal, 93 (Focus Issue), 719-740.
Godwin-Jones, R. (2009). Personal learning environments. Language Learning & Technology, 13(2), 3-9. Retrieved May 18, 2011, from http://llt.msu.edu/vol13num2/emerging.pdf.
Godwin-Jones, R. (2010). Literacies and technologies revisited. Language Learning & Technology, 14(3), 2-9. Retrieved May 20, 2011, from http://llt.msu.edu/issues/october2010/emerging.pdf.
Levy, M. (2009). Technologies in use for second language learning. The Modern Language Journal, 93 (Focus Issue), 769-782.
Meskill, C., & Anthony, N. (2010). Teaching languages online. Bristol, UK: Multilingual Matters.
Son, J.-B. (2002). Online discussion in a CALL course for distance language teachers. CALICO Journal, 20, 127-144.
Son, J.-B. (2004). Internet-based language instruction: Study book. Toowoomba, Australia: Distance Education Centre, University of Southern Queensland.
Son, J.-B. (2005). Exploring and evaluating language learning Web sites. In J.-B. Son & S. O’Neill (Eds.), Enhancing learning and teaching: Pedagogy, technology and language (pp. 215-227). Flaxton, Australia: Post Pressed.
Son, J.-B. (2007). Learner experiences in Web-based language learning. Computer Assisted Language Learning, 20(1), 21-36.
Son, J.-B. (2008). Using Web-Based Language Learning Activities in the ESL Classroom. International Journal of Pedagogies and Learning, 4(4), 34-43.
Son, J.-B. (2009). Using Web-based portfolios in CALL teacher education. In J.-B. Son (Ed.), Internet-based language learning: Pedagogies and technologies (pp. 107-118). APACALL Book Series Volume 2. Raleigh, NC: Lulu.
Warschauer, M. (2010). New tools for teaching writing. Language Learning & Technology, 14(1), 3-8. Retrieved May 18, 2011, from http://llt.msu.edu/vol14num1/commentary.pdf.