Presented by: Javier Villamonte Prof. Gladys Yunsan

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

2. 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

3. 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

4. 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

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

6. Questionnaire 1: Background information • Preparation of teaching materials • Internet activities in the classroom • Web surfing, crosswords, e-mail, 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

7. Questionnaire 2: Perceptions and perspectives on the use of the Internet 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 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

8. 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

9. 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

10. References http://www.tell.is.ritsumei.ac.jp/calljonline/journal/8-2/h-js-j-html

11. THANK YOU