Summary Presentation Article 1: EFL TEACHERS’ PERCEPTIONS AND PERPECTIVES ON INTERNET—ASSITED LANGUAGE TEACHING CALL-EJ ONLINE Vol. 8, No. 2, January 2007 Hee-Jae Shin--Buyeo Girls’ High School Korea Jeong Bae Son—University of Southern Qeensland, Australia Presented by: Javier Villamonte Prof. Gladys Yunsan University of Panama English department Master of Arts in ESL Technology for the Teaching of a Second Language

Contents Introduction The Internet and Language Teaching CALL study in Korean secondary schools Questionnaire 1: Background information Questionnaire 2: Perceptions and perspectives on the use of the Internet Questionnaire 3: Open-ended questions Discussion Conclusion References

Introduction The impact of information and communication technology The Internet, useful tool for Korean EFL teachers Interest in the use of the Internet for Korean EFL classes Korean secondary schools and the Internet

The Internet and Language Teaching The popularity and availability of the Internet The Internet, a valuable resource for finding and supplying resources for classes The Internet, a help for developing EFL and ESL learners’ motivation The global spread of the English language influenced by the development of the Internet The Importance of on-line teaching

CALL study in Korean secondary schools The subjects in the study: Korean secondary school EFL teachers The age range of the respondents Teaching experience

Questionnaire 1: Background information Preparation of teaching materials Internet activities in the classroom Web surfing, crosswords, , puzzles, games, quizzes, etc. Reasons for preventing Internet use in the classroom Computers facilities Time Computer skills Teachers’ Interest Students’ English ability Students’ interest Teachers’ English ability Students’ computer skills Service training courses

Questionnaire 2: Perceptions and perspectives on the use of the Internet Teachers’ agreement Rich learning environment Tool for teaching purposes The internet, a resource to replace books Easiness to find materials on the web and usefulness of ESL/EFL Websites Students’ high motivation and language skills improvements Students’ self--directed learning The improvements of students’ communication skills Teachers’ disagreement Students’ attention in Internet—assisted English language teaching classes Teachers’ responsibility for the success of Internet— assisted English language Teaching Teachers’ competence to integrate Internet sources into existing classroom curricula The need for Internet literary training

Questionnaire 3: Open-ended questions Negative comments Managing the internet in the classroom Slow internet connections and technical problems Students’ plagiarism Lack of morality of students Students’ finance for saving materials instead |of writing on their notebooks Positive Comments The Internet have been developed in many ways The Internet can make EFL students creative Suggestions to make the future of IALT successful

Conclusion Korean teachers have positive views on the use of the Internet Correct selections of Internet resources Developing Internet literacy and integration skills The implementation of modern, functional computer facilities Adapting the IALT to the teaching of EFL

References