Electronic Village 2005


  EV 2005 Schedule
What’s going on this week in the EV

Developers’ Showcase

Applications Fair

Internet Fair Internet Fair, “Classics”

EV Mini-Workshops Schedule

EV 2005 Online Sessions
The CALL Interest Section of TESOL, in conjunction with the EFL Interest Section, is proud to announce its 2005 round of online sessions, including readings, discussions, chats, guest speakers, and task-based activities. If you can’t come to the conference, now the conference can come to you! You do not have to be a member of TESOL, nor do you have to register for TESOL 2005, to take part in these FREE events.


Electronic Village Schedule 2005

Internet Fair (Higher Ed, Adult Ed, IEP)

Henry B. Gonzalez Convention Center/217D

Session Time: Wednesday, March 30, 2005 8:30:00 AM – 9:30:00 AM

Applications Fair (Reading and Writing Resources)

Henry B. Gonzalez Convention Center/217D

Session Time: Wednesday, March 30, 2005 10:30:00 AM – 11:30:00 AM

Electronic Village Workshop, Online Teaching and Learning

Henry B. Gonzalez Convention Center/217D

Session Time: Wednesday, March 30, 2005 12:30:00 PM – 2:00:00 PM

Applications Fair (ESP, Teacher Training and Professional Development)

Henry B. Gonzalez Convention Center/217D

Session Time: Wednesday, March 30, 2005 4:00:00 PM – 5:00:00 PM

Internet Fair (Student Projects, K-12, Intercultural Communication)

Henry B. Gonzalez Convention Center/217D

Session Time: Thursday, March 31, 2005 8:30:00 AM – 9:30:00 AM

Applications Fair (English for Young Learners Resources)

Henry B. Gonzalez Convention Center/217D

Session Time: Thursday, March 31, 2005 10:30:00 AM – 11:30:00 AM

Electronic Village Workshop, Working with Web Sites

Henry B. Gonzalez Convention Center/217D

Session Time: Thursday, March 31, 2005 12:30:00 PM – 2:00:00 PM

Internet Fair Classics I

Henry B. Gonzalez Convention Center/217D

Session Time: Thursday, March 31, 2005 2:00:00 PM – 3:30:00 PM

CALL for Newcomers

Henry B. Gonzalez Convention Center/217D

Session Time: Thursday, March 31, 2005 4:00:00 PM – 5:00:00 PM

Internet Fair (Authoring, Tools, Distance Education)

Henry B. Gonzalez Convention Center/217D

Session Time: Friday, April 01, 2005 8:30:00 AM – 9:30:00 AM

Applications Fair (Listening and Speaking Resources)

Henry B. Gonzalez Convention Center/217D

Session Time: Friday, April 01, 2005 10:30:00 AM – 11:30:00 AM

Electronic Village Workshop, Using and Learning Software Applications

Henry B. Gonzalez Convention Center/217D

Session Time: Friday, April 01, 2005 12:30:00 PM – 2:00:00 PM

Internet Fair Classics II

Henry B. Gonzalez Convention Center/217D

Session Time: Friday, April 01, 2005 2:00:00 PM – 3:30:00 PM

CALL Developers’ Showcase

Henry B. Gonzalez Convention Center/217D

Session Time: Friday, April 01, 2005 4:30:00 PM – 6:30:00 PM

Internet Fair (Internet Resources, Teacher Training)

Henry B. Gonzalez Convention Center/217D

Session Time: Saturday, April 02, 2005 8:30:00 AM – 9:30:00 AM

Applications Fair (Grammar and Vocabulary Resources)

Henry B. Gonzalez Convention Center/217D

Session Time: Saturday, April 02, 2005 10:30:00 AM – 11:30:00 AM


TESOL 2005
Applications Fair Schedule

Henry B. Gonzalez Convention Center
Room 217 D


Wednesday, March 30, 10:30-11:30 AM Reading & Writing Resources #EV-02
Enhancing ESL Student Writing: The Power of Online Literary Magazines Jennifer Summerhays, Passaic County Community College
Feedback with “Track Changes”, Footnotes and Autocorrect in MS Word Vino Reardon, University of Kansas
For *Computer Challenged* ESL Instructors: Teaching Grammar Using a Word Processing Program Ana Wu, City College of San Francisco
Using the Tablet PC and Windows Journal to Evaluate Students’ Writing Mary di Stefano Diaz, Broward Community College
Creating an Interactive Electronic Orientation Tool Cynthia Lennox and Jeanette Clement, Duquesne University
Effective Ways to Teach English Combining Student Projects and Technology Lyra Riabov, Southern New Hampshire University
Wednesday, March 30, 4:00 – 5:00 PM ESP, Teacher Training & Professional Development #EV-04
Make Your Own Multimedia Lessons with LessonBuilder Doug Worsham, University of Wisconsin-Madison
Using “The Compleat Lexical Tutor” in EAP Marti Sevier, Simon Fraser University, Canada
A Web-based Tutorial to Teach Academic Integrity Policies Jeanette Clement, Duquesne University
Information Literacy and WebCT: Perfect Together Jacqueline Benevento, Rowan University
Creating Effective Text for PowerPoint Presentations Myra Shulman, Georgetown Universityy
Thursday, March 31, 10:30-11:30 AM Young Learners Resources #EV-06
HyperStudio and Students’ Responsibility for Their Own Learning Karima Mehanny, Alexandria University, Egypt
Collaborative Reading and Writing Using PowerPoint Sookhee Kim Plotkin, Prince George’s County Public Schools
Learning Vocabulary Through Puzzles Semire Dikli, Florida State University
Kids Inspiration and Students’ Writing Karima Mehanny, Alexandria University, Egypt
The Accelerated Reader Program for EFL Extensive Reading Amanda Gillis-Furutaka and Thomas Robb,
Kyoto Sangyo University, Japan
Friday, April 1, 10:30-11:30 AM Listening & Speaking Resources #EV-11
Using PureVoice for Free Classroom Recording Assignments Robert Elliott, Stanford University
Language Improvement Through Databases Mukhammadjon Aliyev and Sayyora Nurmatova,
Uzbek State World Languages University, Uzbekistan
The Rubric Builder Semire Dikli, Florida State University
Improving Listening and Reading Rates Using Free Audio Editing Software Lance Askildson, University of Arizona
Online Concordance Tools for Better Spoken and Written Expression Joseph Dias, Aoyama Gakuin University, Japan
Creating a Community Job Book for Low-Level VESL Students Diane Wallis, City College of San Francisco
Saturday, April 2, 10:30-11:30 AM Grammar & Vocabulary Resources #EV-16
Microsoft Word and PowerPoint: Developing Research Skills Laurie Moody, Passaic County Community College
Using Google When Responding to Student Writing Phil Hubbard, Stanford University
Using Databases to Create Vocabulary Logs Alejandro Martinez, Cambridge University Press
A Web-based Instructor Workshop in WebCT and Online ESL Resources Kristi Newgarden, University of Connecticut
Hypertext Glossing as Reading Instruction: Engaging the Learner Lance Askildson, University of Arizona
Teaching Research Paper Skills with Hot Potatoes Miho Endo, University of North Texas
Revised 14 March, 2005 (jn) For comments or queries about the Applications Fair, please contact jim DOT mischler AT okstate DOT edu (address obfuscated to deter spammers)


TESOL 2005 CALL-IS Internet Fair

For more information, please contact event organizers:
Malika Lyon, University of Kansas, malika@ku.edu
Buthaina Al-Othman, Kuwait University, buthaina_3@yahoo.com
Suzan Stamper (Moody), The Chinese University of Hong Kong, smoody@cuhk.edu.hk

Wednesday, March 30
IEP, Higher Ed,
Adult Ed
8:30-9:30 am
Thursday, March 31
Student Projects, K-12,
Intercultural Communication
8:30-9:30 am
Friday, April 1
Authoring, Tools,
Distance Education
8:30-9:30 am
Saturday, April 2
Internet Resources,
Teacher Training
8:30-9:30 am

Wednesday, March 30, 2005 Internet Fair:
IEP, Higher Ed, Adult Ed
8:30-9:30 am

Presenter Information
Description of Presentation and Website(s)

MAC 1Ishbel Galloway, Simon Fraser University, igallowa@sfu.caBlogging in TESLThis session will introduce participants to the potential uses of weblogs in ESL. It is designed for those who know little about blogging and will begin by discussing the various software options available and then look critically at some existing ESL blogs and assess their potential to assist language ge learning. These will include a variety of teacher-owned blogs that range from diaries to course homepages as well as examples of student blogs created by school children and adult L2 learners. The presenter will then show her own blog which is designed to be a discourse community for students in an EAP program engaged for the first time in writing research papers. Participants will take away a better understanding of how weblogs are being used in education as well as the basic knowledge required to start their own blog.

MAC 3Elizabeth Hanson-Smith, ehansonsmi@yahoo.com
Chris Jones, Aiden Yeh, Maria Jordano, Vance Stevens, Dafne GonzalezCALL IS’s Electronic Village OnlineTESOL’s CALL Interest Section offers the opportunity to participate in the Electronic Village Online (EVO), a professional development project and virtual extension of the San Antonio Convention. This presentation offers examples from the 14 sessions offered online in 2005. For six weeks, participants and ESOL experts from around the world engage in collaborative, online discussion sessions or hands-on virtual workshops of professional and scholarly benefit. Based on a wide and varied range of topics–community support for ITAs, blogs and blogging, content based curricula, video online, lessons written with a word processor, Moodle construction, etc. –sessions bring together participants beyond the four-day convention and will allow a fuller development of ideas than is otherwise possible. The sessions are free and open to all interested parties.

MAC 4Leslie Opp-Beckman, University of Oregon, American English Institute, leslieob@uoregon.edu
Cynthia Kieffer, University of Oregon, American English Institute, ckieffer,@uoregon.edu
Eran Williams, Office of English language Programs, williamsem2@state.govCritical Thinking Skills, An Online eTeacher CourseThis online teacher training course ran ten weeks during Fall 2004. We were pleased to work together with colleagues from a wide range of countries, ethnicities, and cultures: Afghanistan, Bahrain, Bangladesh, Egypt, India, Indonesia, Jordan, Kazakhstan, Lebanon, Maldives, Oman, Qatar, Senegal, Thailand, Tunisia, Turkey, Turkmenistan, U.S.A., and Uzbekistan. The goal of the course was for participants to be able to:
— Identify and compare different elements of critical thinking, and apply this knowledge to classroom teaching and materials development.
— Design, develop, and implement critical thinking instructional units and activities to reach course goals.
— Analyze teaching techniques and materials for evidence of critical thinking teaching and student learning.
— Identify relevant resources for developing and incorporating critical thinking activities in their respective teaching environments.
Course components included the following: Readings on current issues from online journals, reports, and guides; Lectures related to weekly topics; Online discussion related to readings, lectures, and class work; Evaluation and adoption of stimulating and innovative web-based materials; and Weekly assignments to practice and apply course information. This session will give an overview of the course, present some of the participants’ work, and identify what worked well and what can be done differently for future such offerings.

MAC 5Christina Cavage, Atlantic Cape Community College, cavage@atlantic.eduMacau and New Jersey: Online Teacher TrainingA teacher training website was developed to help train EFL teachers in Macau on current Western language teaching methodologies. The website allows participants to view digitized videos of authentic classroom lessons. It is appropriate for teaching training programs both in the USA and overseas. Trainees communicate with other trainees via a discussion board and private email. Its greatest strength is the real language classrooms on video. This allows the participants to see the methodologies in practice.

PC 1Buthaina Al-Othman, Kuwait University, buthaina_3@yahoo.comCreating Online Extension for an ESP in EFL: Why and How?This presentation demonstrates one way of designing and creating an online extension for EFL students enrolled in a required, credited ESP, Science English course taught in the English Language Unit of the College of Science at Kuwait University. The main objective is to help students improve their academic writing through the practice of online writing and reading with critical thinking in order to be able to write and present a required final term paper by the end of the semester. For this purpose a six-week online extension, including weekly reading and writing activities with topics, based on the course required textbook and other material, was designed, and published on the class instructor’s website. Several web-projects were also designed and assigned, to measure students’ learning of required writing and reading skills and techniques, through the use of various free asynchronous Internet and non-Internet Communication Technologies, (ICTs), including Yahoo!Groups, Blogger.com, Buzznet.com, WebPages. PowerPoint files, MS sound recorder, and SMS (Short Message Service) via moblie phones.

PC 2Kim Heyoung, Graduate School of TESOL at Sookmyung Women’s University, Seoul, Korea, heyoung@sookmyung.ac.krEnglish Teacher’s DeskEnglish Teacher’s Desk is novice-friendly software designed by CALL project team in Graduate School of TESOL at SMU, Seoul, Korea as an effective assistance for Network-Based Language Teaching. This web solution serves basically two functions: creating many different types of tasks & quizzes and providing web resources for ESOL instruction. ETD consists of six components: 1) Tasks Online (five online task authoring tools), 2) Ready-to-Use activities (web-integrated lesson ideas), 3) Test makers (software to create five quiz types), 4) Flash Motivator (flash movies for language teaching materials), 5) Content-Based Web Resources (subject-based website collection), and 6) Links for Skill Practice (ESL websites sorted by language skills). Any one (expectedly ESL/EFL teachers) who registers with ETD can easily create, edit, delete, and save tasks and quizzes through My Desk (user administrative board) page. The biggest strength is that all the tools and materials in ETD were designed under L2 pedagogical consideration, so that exploring the website itself will help teachers to understand the features of effective CALL tasks.

PC 3Vino Reardon, Applied English Center, University of Kansas, vino@ku.eduInternet Sites Used for Speaking/Listening Practice and Enrichment of Course ContentAt the Applied English Center (AEC), University of Kansas, we often ask our high intermediate ESL students in listening/speaking classes to visit sites that are available on the Internet, read or listen to the content, and complete worksheets over the information. In my content-based Speaking and Listening course, students’ listening skills are greatly enhanced by doing these homework assignments on the Internet. It also provides additional background and context for the listening and speaking assignments we complete in class. The presenter will provide specific Internet sites and worksheets used in this upper level class.

PC 4Silvia Spence, Southern New Hampshire University, s.spence@snhu.eduIdentifying Role of WebQuests in Curriculum through Action ResearchThis demonstration presents the process and results of a study to identify the role of WebQuests in the curriculum of a university bridge course. Using a class of 14 graduate students during a 12-week term, this researcher aimed to discover for herself whether a direct correlation existed between the strategies and skills employed in WebQuests and the stated course objectives. The results revealed a strong connection between the WQ task and the skills required to conduct electronic-based research, the major goal of the course. Three aspects of the project will be portrayed on the course website: a description of the study, including methodology,instruments,and results; the WebQuests and resulting PowerPoint shows; and the culminating course research project PowerPoint presentations. Participants will observe the development of the study from preliminary inquiry to final outcome. The demonstration emphasizes the teacher’s role in this example of action research as ongoing needs assessment tool. By sharing this process, the presenter aims to motivate others to conduct similar studies in order to ascertain for themselves the role of Web-based activities in their own curriculums.

PC 5Lyra Riabov, Southern New Hampshire University, l.riabov@snhu.eduCALL Course Student-Created Web-Based Projects in MS TEFL Program This demonstration explores student-created web-based projects. Graduate students,who take my CALL course in MS TEFL Program of the Southern New Hampshire University, accomplish their learning through web-based project that includes a student-created web site using MS FrontPage. The web site consists of five web pages: Home Page, ESL/EFL Resource Page, and CALL Course Portfolio Page, which includes: * Evaluation of one or two ESL/EFL web sites, * Evaluation of one or two CALL software sites, * Reading text book/articles reflection presentation in PowerPoint, * Reflection paper based on reading articles, * Lesson Plan presentation in PowerPoint incorporating the use of appropriate CALL software, and/or Web-based resources * Final Project presentation in PowerPoint, which demonstrates all the most important points that student has learned in this course. * Also a proof of participating in TESOL Discussion Group. As option students can also create a TEFL Portfolio Page and My World Page. This Web Page has a personal touch relevant to students’ goals of the future application of this web site: their background stories, about their countries, and their future intentions. The course is based on hands-on activities: learning through doing, project based learning, collaborative, constructivist learning, and peer teaching.

Thursday, March 31, 2005 Internet Fair:
Student Projects, K-12, Intercultural Communication
8:30-9:30 am

Presenter Information
Description of Presentation and Website(s)


MAC 1 Thomas Leverett, CESL, Southern Illinois University-Carbondale, leverett@siu.edu
Jessica Montgomerie, CESL, Southern Illinois University-Carbondale, jessica@randomchaos.com
Teaching Teachers to Use Weblogs Effectively
When language programs use weblogs as community-builders and for showcasing student work, a degree of technological expertise is required of every teacher, from those who have reasons for resisting innovation to those who simply have never encountered this kind. In this demonstration the presenters will show what worked and what didn’t, both in teaching esl teachers to use weblogs in writing classes, and in teaching M. A. TESOL students to use weblogs in teacher-training classes.

MAC 2 Ellen Measday, Middlesex County College, emeasday@comcast.net
Magnetic Poetry and Writing
This website is a wonderful resource for writing. It presents a screen and a pile of draggable words. Students create their own text by manipulating the words and affixes available. The web site offers seven main selections of vocabulary on different levels of ability on its home page. Each main topic has several sets of vocabulary. Aiding in word order, vocabulary development, sentence structure, affixation, and rhyming, as well as composition, these can be used by students at any level. Students can save their work and print it out. The site posts the work and will send an e-mail notice of each student’s text to three e-mail addresses, allowing students all over the world to share their writing. Samples of students’ work will be displayed.

MAC 3 Sookhee Plotkin, Bladensburg Elementary School, Prince George’s County Public Schools, Sookhee.Kim@pgcps.org
Blog to Learn from One Another
Consortium for School Networking (CoSN) profiles blogs (web logs) as a must-have emerging technology in the nation s schools (eSchoolNews Online, 11/04/2004). Can your at-risk ESOL students participate in blogging and use it as a learning tool? The presenter will share her blog site, wherein the main goal of blogging was sharing one’s writing with others. First, her third through sixth grade students wrote book reviews to encourage other students to read the books they have read. Second, they wrote compound words that they could think of and posted them on the blog site. Later, they learned more compound words by reading other students postings. Lastly, students in pairs collaboratively did research on bats and posted their findings daily on the blog site. After their research was over, they created a PowerPoint presentation using the daily postings on the blog site and then presented it to the whole class. By participating in blogging, students not only learn from other students by reading postings, but also help other students learn by posting their research findings. Therefore, blogs serve as a collaborative learning place.

Silvio Avendano, University of Maryland, Baltimore County (UMBC), savend1@umbc.edu
Ramon Bermudez, Universidad Centro Americana, ramon@ns.uca.edu.ni
Adriana Val, UMBC English Language Center, aval1@umbc.edu
EFL Teachers Integrating Internet Technology
While Internet technology has advanced a great deal in ESL environments, it is just starting to emerge in some countries where EFL is taught. There is not much information available on how EFL teachers use the Internet for teaching. How are EFL teachers implementing Internet technology in their own contexts? What are the success stories and the limitations and challenges that EFL teachers face when using the Internet for teaching? An American university on the East Coast has been working with EFL teachers in six Latin American countries to help them implement CALL in their own context. An online CALL course and a class Web site were developed to introduce teachers to the theory and practice of CALL. As a course project, participants worked in groups to develop instructional units or training workshops. Participants were encouraged to attend their local context, their students interest and an appropriate pedagogy when developing their projects. In this presentation, course participants will share their experience implementing their CALL projects in their home countries. Presenters will use visual aids and handouts to illustrate the projects. Sample screen shots of Internet Web sites will also be included.

PC 1 Randall Davis, University of Utah, rdavis@esl-lab.com
The ABCs of Digital Voice Journals
This presentation, designed for all levels of students, will explain how teachers can help students keep digital voice journals for improving their oral communication skills. The steps of assigning topics, helping students record and save their voices in MP3 audio on portable storage devices (e.g. USB flash drives), and emailing their recordings to a teacher will discussed and demonstrated. Furthermore, specific ideas for helping students self-assess their own recordings will be highlighted. One advantage to this method is that it requires absolutely no special or additional software to do the recordings; all accessories used are part of the Windows Operating system, a nicely kept secret of the OS. These concepts have been carried out in numerous classes at the University of Utah, including Accent Reduction, Advanced Grammar, and various listening and speaking courses with positive feedback from students.

PC 2 Karima Mehanny, ESP Centre, Alexandria University, Egypt, k_mehanny@yahoo.com
ERN Lesson Plan Archives for Teachers: How the Database Can Help You
The presenter will demonstrate how to make use of the lesson plan archives on ERN website. This archive is sponsored by PfCE project (Partners for Competitive Egypt). This lesson archive suits students from pre k- grade ten. The presenter will show how these lessons could be easily accessed. These lessons are characterized by integrating IT in as websites, Microsoft office, Kid pix, Kid work, Kid Inspiration and Hyper studio. The presenter will demonstrate the selection of lessons according to two checklists: effective lesson plan and student-centered learning.

PC 3 Christine Meloni, Northern Virginia Community College, cmeloni@nvcc.edu
Belinda Braunstein, University of California, Santa Barbara, bbraunst@els.ucsb.edu
Coast to Coast Collaborative Internet Project
The Coast to Coast Collaborative Internet Project involved two intermediate-level ESL classes, one at Northern Virginia Community College near Washington, DC and the other at the University of California, Santa Barbara. The project’s primary language objective was to improve students’ writing skills. The primary culture objective was to familiarize students with their own community and with another US community. Washington and Santa Barbara are cities on opposite US coasts with many differences. Students were first assigned partners in their own classes to interview. These interviews were then posted to the project website with photos to help students get acquainted. The students were then divided into “net groups” which included two NOVA and one or two UCSB students. Through e-mail negotiations each group chose a group topic (e.g. museums) and then assigned each student an individual topic. All students did research (in their cities and on the Internet) and wrote first drafts of their essays. They then e-mailed their drafts to their groups and provided each other feedback. They wrote their final essays that were then posted to the website. Participants will view the project website. They will receive copies of the project syllabus and student evaluations.

PC 4 Karen Rodriguez, Middlesex County College, kyriakitsa@aol.com
Take the Cyberschoolbus to Global Learning
As a result of technological advances, the world has, indeed, become much smaller. Social, economic, political, health, and environmental issues that arise on other continents ultimately affect us all. It is, therefore, essential that educators expose their students to these issues to broaden their understanding of global problems and foster tolerance. To this end, the United Nations has developed a website that provides a wealth of global teaching and learning resources appropriate for all educational levels. This website features meaningful learning opportunities that can be incorporated into a curriculum to make the classroom more dynamic. An archive of complete lesson plan units dealing with topics such as peace education, human rights, world hunger, ethnic and racial discrimination, and poverty is available. The format ranges from interactive quizzes and games that appeal to elementary school students to sophisticated documents, articles, statistical country data, and video clips that are analyzed and discussed by university level students. In addition, students can post questions to a UN ambassador or participate in an interactive forum. They can also sign up for a world community project, fostering a sense of civic responsibility. The variety of activities makes this an invaluable website.

PC 5 Antoinette Gagne, OISE/University of Toronto, agagne@oise.utoronto.ca
Amir H. Soheili-Mehr, OISE/University of Toronto, asoheili-mehr@oise.utoronto.ca
The ESL Infusion Website: A Useful Tool in Teacher Education
Recent education policy has led to a significant decrease in the amount of ESL support provided to students by ESL specialist teachers. The new policy is that every teacher should be an ESL teacher. This type of policy is becoming widespread in North America because boards of education and national governments have been legislated to balance their budgets. To address this situation, the ESL Infusion Initiative – a multi-year initiative, was launched in the summer of 2001 to support teacher educators and teacher candidates in learning about ESL issues and teaching strategies. The initiative involves a resource collection and a website for teacher educators and teacher candidates including print and multimedia resources as well as possible assignments and classroom activities have also been developed. In this presentation we will provide a brief description of the ESL Infusion Initiative and then focus on the impact of the website. We will describe the resources available, the interactive features and patterns of participation of teacher educators, teacher candidates as well as students and teachers from partner schools. The strengths and weaknesses of this website as professional development tool will be discussed as well. The presentation is appropriate for all K-12 teachers.

Friday, April 1, 2005 Internet Fair:
Authoring, Tools, Distance Education
8:30-9:30 am

Presenter Information
Description of Presentation and Website(s)


MAC 1 Bill Walker, American English Institute, University of Oregon, billwalk@uoregon.edu
Vocabulary Worksheet Based on Concordance Data
Upper intermediate and advanced students in an intensive English program can increase the number of vocabulary words they know and, more importantly, broaden their knowledge of each item by collecting data about the words via a concordance program. The Virtual Language Center (http://www.edict.com.hk/concordance/) is a comprehensive web site for the study of vocabulary featuring a simple to use concordance program with text-to-speech sound files, dictionary entries, indexed corpus files, including an index to the academic word list. It also gives information about what concordance programs do and how they can be used in the classroom. When students are guided through the process of using this web site in conjunction with a worksheet that requires them to find definitions, parts of speech, synonyms, authentic sentences and, most importantly, collocation, the depth of their vocabulary knowledge increases rapidly.

MAC 2 Isaiah Yoo, Massachusetts Institute of Technology, iyoo@mit.edu
MIT OpenCourseWare: Super Archives for Teachers
MIT OpenCourseWare (MIT OCW) makes available on the Web, free of charge, course materials used in almost all MIT’s undergraduate and graduate subjects. Because it is not a distance-learning or a degree-granting initiative, MIT OCW has no registration process required for users to view course materials. Of specific interest to university-level ESL teachers are the courses offered by English Language Studies at the Department of Foreign Languages and Literatures. Currently, materials from three courses are available on MIT OCW: Expository Writing for Bilingual Students, High-Intermediate Academic Communication, and Advanced Workshop in Writing for Science and Engineering. By the end of February 2005, course materials, as well as videotaped lessons, from Listening, Speaking, and Pronunciation (LSP) will also be available. Teachers who have to design a university-level ESL class for the first time can look at the syllabi and class schedules to get an idea as to how to structure their courses. In addition, both teachers and students can download any of the handouts, activities, and lesson plans for immediate use. The videotaped lessons of the LSP class will also help students understand the course handouts.

MAC 3 Larry Kelly, Aichi Institute of Technology
Charles Kelly, Aichi Institute of Technology
www.manythings.org: What’s New (2004-2005)
This is an established site that continues to have new material. We have developed many new activities on this site since the conference last year. The new materials will be presented along with the rest of the site. This is for people who are new to the web and want to see what is available on the site and for people who know the site and want to stop by and talk to the web masters. The material can be used as a resource for teachers and students. There is material for all levels.

MAC 4 Laurie Moody, Passaic County Community College, dqm4884@nyu.edu
Biography Project
The Internet can provide students with biographical information about the pioneers in almost any field and this biographical information can then be used to produce written and oral reports in which students develop academic research skills This biography project, developed as part of a community college learning community that paired Introduction to Computer Information Systems with an advanced level ESL reading class, can be adapted to other levels of ESL content instruction. The presentation begins with an overview of the project in the community-college setting, followed by each step of the project: selection of a theme and appropriate biographies, controlled research, graphic organizer, jig-saw group work, writing conventions, citation requirements, oral-presentation guidelines and rubrics for evaluation. The presentation ends with examples of student presentations. Handout and project-resource Web site listing resources for all levels of ESL instruction provided.

MAC 5 Malika Lyon, Applied English Center University of Kansas, malika@ku.edu
Some Favorite Sites for Listening Practice
There are lots of entertaining, free, high-quality, easy-to-use sites for listening practice on the Internet. The presenter will demonstrate some of her students’ favorite sites and provide a handout describing these sites and telling where to find them.

PC 1 Nancy Overman, Georgetown University, overmann@georgetown.edu
Noticing Grammar Through Online Reading
Through simple manipulation of interesting online texts, teachers can create activities that encourage intermediate to advanced-level adult students to notice how writers use grammar structures. For example, students can read an online diary of a paraplegic who is sailing around the world and examine the author s verb tense choices, view photos of Cuban life while identifying passive verbs, or study Mayan ruins and the count and noncount nouns used to describe them. Through these activities, students learn to use authentic material to study English grammar on their own. The technique works best when students have access to the Internet, but teachers can also copy material from the Internet to create worksheets that simulate the online reading experience The presenter shares these techniques and provides copies of popular activities and worksheets that teachers can use with their own classes.

PC 2 Yeh Aiden, Wen Zao Ursuline College of Foreign Languages, aidenyeh@hotmail.com
From Commercials to Poetry: A Look into Our Language and Culture Using Online Videos
In this session, I will show various online videos that can be used in the classroom to enhance discussion on certain topics that are related to language and culture. Commercials, movie trailers, video resumes and online videos provide a unique way of presenting challenging topics to students, such as Gender Stereotypes, Social and Political Change, achieving full potential, and understanding culture through poetry. These videos can also be used as examples for students to help them prepare for their task-based projects. I will, likewise, showcase lesson plans, task requirements and samples of students projects ranging from the simplest to the most elaborate presentations.

PC 3 (A) Bae Kyung-Hee, University of Houston, kbae@uh.edu
Elena Poltavchenko, University of Houston, elenka_polt@yahoo.com
Integrating Corpus Data into the Internet Activities
Recently, the use of corpus data has drawn a lot of attention from ESL professionals as one way to develop more learner-oriented and also more authentic lesson materials. However, few ESL websites do actually include corpora-based activities, and even when they do, such activities may not be appropriate for every context. This presentation will use two websites to illustrate this issue. The websites were developed to target ESL learners at two different levels: intermediate and advanced. While activities in both units include self-directed and interactive tasks using software such as Hot Potatos, they focus on different approaches. In the lower-level unit, the Internet activities resemble more of the traditional 3Ps (presentation, practice, and production) approach in that the activities usually start with lessons and drill exercises, whereas in the higher-level unit, many activities include the corpus-based activities before any lesson that will ask students to notice and thus raise their awareness of the appropriate use of the targeted linguistic feature. In comparing the activities developed for different contexts, the presentation will also discuss the rationale and issues related to using corpus data to develop scaffolding activities that will eventually promote greater learner autonomy.

PC 3 (B) Kyung-Hee Bae, Elena Poltavchenko
Dudley W. Reynolds, University of Houston, dreynolds@uh.edu
Integrating the Internet into ESL writing curriculum
ESL writing curricula frequently rely on the Internet for little more than textbook-type descriptions of genres and writing practices available from various online writing labs. This presentation will illustrate the possibilities of incorporating the Internet actively into ESL writing curricula in two different academic writing contexts: an ESL writing course in a pre-university intensive English program and a university-level freshman composition course. At the pre-university level, the Internet-based activities were used mainly as a means to introduce students to different concepts, such as understanding different types of essay. In the university composition course, however, the scope becomes broader with the activities not only teaching the various concepts but also encouraging students to use the Internet as a resource to find and analyze authentic examples of various types of texts typically required in the academic community. Students learn to research the p! urpose of a text, analyze the audience, and notice the linguistic and rhetorical features that characterize different types of academic-related texts. In contrasting the activities used in the two different contexts, the presenters will also discuss issues related to using the Internet with learners at different proficiency levels.

PC 4 Semire Dikli, Florida State University, ssd0960@garnet.acns.fsu.edu
Teresa Lucas, Florida International University , tlucas26@yahoo.com
Zeinab Abu-Samak , Florida State University, zenia202@yahoo.com
Welcome Newcomers
This project focuses on a website that is integrated into a classroom session. The overall goal of this project is to introduce English as a second language speaking (ESL) students to the organizations and activities that are available to them on the Florida State University (FSU) campus. Thus, the target audience for this website consists of the adult international students, who are new to Tallahassee, and are students at the Center for the Intensive English Studies (CIES) at FSU. They possess an intermediate to advanced level of proficiency in English and most intend to pursue undergraduate or postgraduate studies in the US. Elements of the website include text, to guide the students through the objectives and the links to various web pages; graphics, to motivate the students with illustrations of the activities, and audio, to provide accurate pronunciation. To summarize, “Welcome Newcomers” website allows students to discover opportunities to engage in activities of their interest and to become acquainted with others who share their inclinations. Also, by assisting them to learn related vocabulary and language, it gives ESL students confidence to participate actively in the activities of their choice.

PC 5 Liou Hsien-Chin, National Tsing Hua University, hcliu@mx.nthu.edu.tw
Advancing EFL Learning with Bilingual Corpus Processing
A team of computer scientists and EFL teachers in an Asian country collaborated to construct an advanced web-based learning environment for college English teaching by means of bilingual corpora processing, and computational scaffolding in a project called CANDLE (Corpus And NLP for Digital Learning of English). The project has four components: NLP (Natural Language Processing), Reading, Writing, and Culture components. Pilot studies with classrooms learners have been conducted to examine their effectiveness or feasibility. The NLP component develops advanced tools such as TOTALRecall (a Chinese- English bilingual concordancer), Tango (a collocation retrieval program), and a speech recognizer for learner English sentential input. For Reading, a self-ac cess center provides reading practice with aids and speedy reading training; Textgrader selected comprehensible texts based on four word lists and sequenced the articles based on the number of target words from the easiest to the most difficult. For Writing, a WriteBetter module has practice units on synonyms and connectors, and POWER (for peer editing). The Culture component can deliver culture courses via various literacy activities with the Candletalk conversation module that incorporated the speech recognizer to train students sociocultural strategies in speaking. CANDLE is open for access.

Saturday, April 2, 2005 Internet Fair:
Internet Resources, Teaching Training
8:30-9:30 am

Presenter Information
Description of Presentation and Website(s)


MAC 1 Cynthia S. Wiseman, Borough of Manhattan Community College, cwiseman@bmcc.cuny.edu
Anne Kornfeld, Newcomers High School New York City Department of Education
Building Community through Blogs
Xanga is a user-friendly host site for web logs. These sample blogrings were created in ESL/developmental writing classes. Students set up individual blogs and posted a weekly summary and their opinion of an interesting news article. They read classmates’ blogs and posted comments. Feedback from participants showed this activity created a cybercommunity, fostering a growing awareness of audience and a motivation to express opinions clearly. With successful results at the college level, in 2005 the cybercommunity will be expanded to include a class of high school seniors. This site will be presented at the conference. Hopefully this inter-school cybersphere activity will not only contribute to effective communication but also bridge a transition to college. Xanga is a host site that anyone can use. Students and teachers can create their own blogs in minutes and join a blogring the same day. Entries are posted and remain online throughout the semester for reference. Online writing is criticized for fostering a lack of attention to accuracy, an advantage is increased motivation knowing that someone is reading your opinion. This is appropriate for secondary and higher education or adult education populations.


MAC 3 Malika Lyon, Applied English Center, University of Kansas, malika@ku.edu
Vocabulary and Comprehension Exercises based on News Stories
The presenter will demonstrate two sites that feature reading and listening comprehension, and vocabulary exercises based on a large variety of recent stories in the news.


PC 1 Amir H. Soheili-Mehr, OISE/University of Toronto, asoheili-mehr@oise.utoronto.ca
Kimberly A. MacDonald, OISE/University of Toronto, kamacdonald@oise.utoronto.ca
An ESL Webquest: NNESTs & Cultural Experiences in the Classroom
The benefits of computer assisted language learning (CALL), especially the practical use of the Internet for cultural awareness is not new. It is safe to say that this point has been well researched, and that teachers are in agreement. The dilemma exists with the vastness of the Internet. As a result, harvesting its potential can be overwhelming. It is even more overwhelming for nonnative English speaking teachers (NNESTs) who have the responsibility to bring students to acquire intercultural competence in order to develop the ability to know how to live together within pluralist societies. Although many schools have Internet access, allowing teachers to collect their own supply of favorite Internet sites to add to numerous language learning computer programs in their classrooms, sifting through the mountain of web-sites, web tools, etc. can be overwhelming. The aim of this workshop is twofold. First, to simplify the above mentioned task by introducing and sharing the benefits of one Internet authoring tool known as a WebQuest . Second, to provide NNESTs with practical step-by-step guidelines that will allow them to use the Internet to plan, to develop, and to construct their own interactive, communicative, and intercultural language learning experiences according to students needs/abilities.

PC 2 Janet Benger, Memorial University, jbenger@mun.ca
Advanced Vocabulary Learning and Teaching Tools
Vocabulary learning has gained a renewed importance recently, especially in EAP, and research has shown that focused vocabulary study can greatly benefit students. The Internet provides a wealth of tools for vocabulary study and teaching, but some of the best are available at Tom Cobb’s “The Compleat Lexical Tutor.” There are tests based on well-researched frequency lists that allow students to determine their own levels and plan their vocabulary goals. There are dictionary and concordance tools, pronunciations of most words, cloze builders, and even an audiobook with full text and lexical support. Teachers can download lists (including Coxhead’s Academic Wordlist,) create clozes at specific frequency levels, create clozes with matching audio and video, and build their own hypertexts using text-to-speech and dictionary tools. While some instructions are skimpy, with only a little practice teachers can create terrific classroom or CALL materials for vocabulary teaching. Another good website for students in pre-university courses and their teachers is Sandra Haywood’s using the Academic Wordlist. This site will highlight words from specified sub-lists of the Academic Word List in student or teacher-submitted texts, and also create gapfill exercises at selected levels. In addition there are texts and exercises that are ready to use.

PC 3 Andrew Bowman, Intensive English Language Center (Wichita State University), ielc.lab@wichita.edu
NetEnglish: A Webbrowser for English Language Students
NetEnglish is a webbrowser designed for ESOL students. It combines several powerful features that make the web experience better and more productive for English language students. For example, the browser has a built-in dictionary that is fixed on the screen and allows students to look up meanings or to see pictures of words without changing webpages. NetEnglish also makes using audio-based web activities easier. The browser’s sound control remains on the screen so that a user may click or type on a webpage without the audio player disappearing behind the browser. NetEnglish is also useful for computer labs and networks. The browser employs a unique bookmarking system that individual students find handy for keeping track of their favorite web pages regardless of the computer they use. Teachers and administrators may also take advantage of this feature to customize activities for classes. NetEnglish may be used in place of Internet Explorer or Netscape. The browser has automatic pop-up window blocking and may be configured to prevent unwanted sites from appearing. The weakness of NetEnglish is the size of its dictionary, but it is constantly growing. CDs of the webbrowser software will be given to fair participants.

PC 5 Sharon Sylvester, Rowan University, sharsylvester@comcast.net
Online Student Newspapers: Using Publisher to Write/Design WebPages
At Rowan University, we have integrated our writing classes and technology instruction. Our writing classes have recently adapted Microsoft Publisher to the editing and publishing process. In order to improve the editing process, we have focused on self-correction by the integration of an online writing component. By using the new features of Publisher (2005), we have combined the writing instruction with an online newspaper in two easy steps: Editing in Publisher and Publishing to the Web. By using Publisher’s newest features, we are able to design web sites and articles using the same software. Our various levels and cultures have worked together to produce a student newspaper. This newspaper is representative of all the Rowan ESL students and not only a specific writing class. This newsletter is not only available to our classes, but to our students’ families and friends overseas. The instruction is as strong as the skills of the students and faculty. Initially we found that our faculty was reluctant to use this technology. In order to address this need, Rowan provided weekly technology instruction for its faculty.

Webmasters Leslie Opp-Beckman: leslieob (at) oregon (dot) uoregon (dot) edu and Jeff Nelson: jtnelson (at) el-camino (dot) net
This page last updated 23 March 2005 (jn)