• Skip to primary navigation
  • Skip to main content

site logo
The Electronic Journal for English as a Second Language
search
  • Home
  • About TESL-EJ
  • Vols. 1-15 (1994-2012)
    • Volume 1
      • Volume 1, Number 1
      • Volume 1, Number 2
      • Volume 1, Number 3
      • Volume 1, Number 4
    • Volume 2
      • Volume 2, Number 1 — March 1996
      • Volume 2, Number 2 — September 1996
      • Volume 2, Number 3 — January 1997
      • Volume 2, Number 4 — June 1997
    • Volume 3
      • Volume 3, Number 1 — November 1997
      • Volume 3, Number 2 — March 1998
      • Volume 3, Number 3 — September 1998
      • Volume 3, Number 4 — January 1999
    • Volume 4
      • Volume 4, Number 1 — July 1999
      • Volume 4, Number 2 — November 1999
      • Volume 4, Number 3 — May 2000
      • Volume 4, Number 4 — December 2000
    • Volume 5
      • Volume 5, Number 1 — April 2001
      • Volume 5, Number 2 — September 2001
      • Volume 5, Number 3 — December 2001
      • Volume 5, Number 4 — March 2002
    • Volume 6
      • Volume 6, Number 1 — June 2002
      • Volume 6, Number 2 — September 2002
      • Volume 6, Number 3 — December 2002
      • Volume 6, Number 4 — March 2003
    • Volume 7
      • Volume 7, Number 1 — June 2003
      • Volume 7, Number 2 — September 2003
      • Volume 7, Number 3 — December 2003
      • Volume 7, Number 4 — March 2004
    • Volume 8
      • Volume 8, Number 1 — June 2004
      • Volume 8, Number 2 — September 2004
      • Volume 8, Number 3 — December 2004
      • Volume 8, Number 4 — March 2005
    • Volume 9
      • Volume 9, Number 1 — June 2005
      • Volume 9, Number 2 — September 2005
      • Volume 9, Number 3 — December 2005
      • Volume 9, Number 4 — March 2006
    • Volume 10
      • Volume 10, Number 1 — June 2006
      • Volume 10, Number 2 — September 2006
      • Volume 10, Number 3 — December 2006
      • Volume 10, Number 4 — March 2007
    • Volume 11
      • Volume 11, Number 1 — June 2007
      • Volume 11, Number 2 — September 2007
      • Volume 11, Number 3 — December 2007
      • Volume 11, Number 4 — March 2008
    • Volume 12
      • Volume 12, Number 1 — June 2008
      • Volume 12, Number 2 — September 2008
      • Volume 12, Number 3 — December 2008
      • Volume 12, Number 4 — March 2009
    • Volume 13
      • Volume 13, Number 1 — June 2009
      • Volume 13, Number 2 — September 2009
      • Volume 13, Number 3 — December 2009
      • Volume 13, Number 4 — March 2010
    • Volume 14
      • Volume 14, Number 1 — June 2010
      • Volume 14, Number 2 – September 2010
      • Volume 14, Number 3 – December 2010
      • Volume 14, Number 4 – March 2011
    • Volume 15
      • Volume 15, Number 1 — June 2011
      • Volume 15, Number 2 — September 2011
      • Volume 15, Number 3 — December 2011
      • Volume 15, Number 4 — March 2012
  • Vols. 16-Current
    • Volume 16
      • Volume 16, Number 1 — June 2012
      • Volume 16, Number 2 — September 2012
      • Volume 16, Number 3 — December 2012
      • Volume 16, Number 4 – March 2013
    • Volume 17
      • Volume 17, Number 1 – May 2013
      • Volume 17, Number 2 – August 2013
      • Volume 17, Number 3 – November 2013
      • Volume 17, Number 4 – February 2014
    • Volume 18
      • Volume 18, Number 1 – May 2014
      • Volume 18, Number 2 – August 2014
      • Volume 18, Number 3 – November 2014
      • Volume 18, Number 4 – February 2015
    • Volume 19
      • Volume 19, Number 1 – May 2015
      • Volume 19, Number 2 – August 2015
      • Volume 19, Number 3 – November 2015
      • Volume 19, Number 4 – February 2016
    • Volume 20
      • Volume 20, Number 1 – May 2016
      • Volume 20, Number 2 – August 2016
      • Volume 20, Number 3 – November 2016
      • Volume 20, Number 4 – February 2017
    • Volume 21
      • Volume 21, Number 1 – May 2017
      • Volume 21, Number 2 – August 2017
      • Volume 21, Number 3 – November 2017
      • Volume 21, Number 4 – February 2018
    • Volume 22
      • Volume 22, Number 1 – May 2018
      • Volume 22, Number 2 – August 2018
      • Volume 22, Number 3 – November 2018
      • Volume 22, Number 4 – February 2019
    • Volume 23
      • Volume 23, Number 1 – May 2019
      • Volume 23, Number 2 – August 2019
      • Volume 23, Number 3 – November 2019
      • Volume 23, Number 4 – February 2020
    • Volume 24
      • Volume 24, Number 1 – May 2020
      • Volume 24, Number 2 – August 2020
      • Volume 24, Number 3 – November 2020
      • Volume 24, Number 4 – February 2021
    • Volume 25
      • Volume 25, Number 1 – May 2021
      • Volume 25, Number 2 – August 2021
      • Volume 25, Number 3 – November 2021
      • Volume 25, Number 4 – February 2022
    • Volume 26
      • Volume 26, Number 1 – May 2022
      • Volume 26, Number 2 – August 2022
      • Volume 26, Number 3 – November 2022
      • Volume 26, Number 4 – February 2023
    • Volume 27
      • Volume 27, Number 1 – May 2023
      • Volume 27, Number 2 – August 2023
      • Volume 27, Number 3 – November 2023
      • Volume 27, Number 4 – February 2024
    • Volume 28
      • Volume 28, Number 1 – May 2024
      • Volume 28, Number 2 – August 2024
      • Volume 28, Number 3 – November 2024
      • Volume 28, Number 4 – February 2025
    • Volume 29
      • Volume 29, Number 1 – May 2025
  • Books
  • How to Submit
    • Submission Info
    • Ethical Standards for Authors and Reviewers
    • TESL-EJ Style Sheet for Authors
    • TESL-EJ Tips for Authors
    • Book Review Policy
    • Media Review Policy
    • APA Style Guide
  • Editorial Board
  • Support

The Next Generation and Plugs for the Web

March 1996 — Volume 2, Number 1

On the Internet

The Next Generation and Plugs for the Web

Jim Duber
Cañada College, UC Berkeley
<dub@sirius.com>

Netscape 2.0 and its plug-ins are the big news on the Net these days. The second generation of this popular Web browser brings exciting new capabilities to Web pages via third-party software add-ons called plug-ins. Promising more than just flash (though not to suggest there won’t be a lot more of that), there are plug-ins now available that allow for better playback of video, audio, and animation; for the exploration of 3-D spaces; and for greater degrees of interactivity than ever before in a Web page.

With a TCP/IP connection to the Internet and Netscape Navigator 2.0 on your drive, all you need to do is download a plug-in or two, and then try them out for yourself. As of February 1996, there was a total of 17 available plug-ins– mostly beta (i.e., non-final, trial) versions, and mostly for Windows 3.1 and ’95. All indications are for support of other platforms in the very near future.

Three plug-ins with obvious relevance to students and teachers of ESL are:

  1. RealAudio By Progressive Networks.
    RealAudio provides highly compressed, streamed audio over Internet connections of 14.4Kbps or faster. The first generation player offered impressive results in terms of both access rates and content (NPR, ABC, and PBS are a few of the many noteworthy sites), though the sound quality was often compared to that of a distant AM radio station. The good news is that 2.0 is supposed to sound better, and there is already a large number of Websites that offer a wide variety of RealAudio 2.0 sound files. Best of all, they start playing almost immediately after you click on them. (RealAudio Version 2.0 is now available for Windows ’95, 3.1, NT, Mac 7.x, and Unix.)
  2. ToolVox By Voxware.

    Another audio technology for the Web, the ToolVox plug-in allows the immediate playback of sound files, much like RealAudio. One big difference is that ToolVox files don’t require a special server–the advantage there is that developers don’t need to buy an expensive server to add this sound format to their web pages. Now, anyone can do it. VoxWare offers 53:1 compression ratios, which is according to their press releases “more than three times smaller than first-generation real-time Internet voice products.” What’s more, they offer a free sound encoder too. (VoxWare is now available for Windows ’95 and 3.1. A Mac version coming soon.)

  3. Shockw ave For Director By Macromedia.
    The Shockwave plug-in lets users interact with multimedia presentations created in Macromedia Director, one of today’s top multimedia authoring tools. Like never before, Shockwave brings rich animation and sound, and enhanced levels of interactivity to a Web page. (Of course, since I also program in Director, I may have a slight bias.) In any case, after you downlo ad the plug-in, I invite you to see a few of my sample Shockwave movies. And, when you’re ready for more, Alan Levine maintains an index of over 270 “shocked” sites–itself a Shockwave movie–at the Maricopa Center for Learning and Instruction. (Shockwave is now available for Windows ’95 and 3.1, with a Mac version imminent.)

These three add-ons alone–not to mention Netscape’s new built-in JavaScript capabilities and the other 14 plug-ins currently available–are going to make the Web look and sound better, and deliver more intelligent levels of interactivity. A next generation of web-based language learning exercises and activities, a next generation of multimedia Moo’s, and the holodeck can’t be too far behind.

© Copyright rests with authors. Please cite TESL-EJ appropriately.

Editor’s Note: Dashed numbers in square brackets indicate the end of each page in the paginated ASCII version of this article, which is the definitive edition. Please use these page numbers when citing this work.

© 1994–2025 TESL-EJ, ISSN 1072-4303
Copyright of articles rests with the authors.