THE INTERNET USE IN THE TEACHING PRACTICE OVERCOMES THE ECONOMIC CRISIS OBSTACLE

THE INTERNET USE IN THE TEACHING PRACTICE OVERCOMES THE ECONOMIC CRISIS OBSTACLE

We are living in a competitive world that knowledge and qualifications, in general, play a fundamental role. Education industry and especially that of the second language acquisition was galloping when a new notion invaded our lives….that of the economic crisis. And now what???

It is my firm belief that social media and the Internet, on the whole, have some, but not all the answers to that. We are entering a new phase of teaching where the old makes way for the new. This new has a name: “e-learning”. It is true that there are contradicting ideas about how and to what extend this can facilitate teaching. However, if we set our doubts aside and concentrate on the facts, we may reach a sounder conclusion.

It would be wiser to have a closer look at what has already been achieved. When it made its first steps nobody could predict its tremendous impact on our lives. Let alone teaching! But in fact it has influenced teaching as well. Through the Internet teachers and learners have access to a whole lot of information, points of view and experiences, a fact that they would otherwise not have been able to encounter. If we narrow it down to a teacher, we would easily realize that the effective use of the net would provide economical ways to overcome the crisis obstacle, along with interesting and productive forms of teaching.

 There are various tools of communication at the teacher’s disposal that can eliminate costs, for example Yahoo groups or skype or a virtual classroom environment and so on. Can they be as effective as the ordinary classroom? The answer is definitely yes! As long as the participants are good users of the medium used, the results can be equally satisfying.

The net can support teaching and in particular language teaching, as it gives a potential to communication, and enriches the teaching process with new techniques attractive and friendly to learners. I have realized that the use of synchronous communication in the learning process enhances a good number of skills (reading, speaking and writing) and at the same time it promotes collaboration, sharing and socializing.

Authenticity, a neuralgic element in language learning, becomes meaningful with the use of synchronous communication in teaching, as it gives plenty of opportunities to use the target language in an authentic environment. Learners, on the other hand, acquire an apt for it. In fact, they find it interactive and feel free to express themselves in an environment outside classroom. Consecutively, the results are eager participants and authentic language production.

The use of synchronous tools can be used in many various forms and platforms. Underneath I will attempt to analyze some:

a.      Free topic chat

These chats must be the most frequent types of net connection. They are easy to plan; learners would feel at ease, as they will compare it to a friendly chat and not as an extension of their lesson. The teacher will give the topic during the lesson, and they will set a time to meet up on line. Learners will be prepared, and the flow of discussion probably will be smooth. The chatlogs can be used by the moderator to identify problematic utterances, and a follow-up analysis in class would be ideal. Free chats, for me, can promote learners autonomy, create a platform of meaningful communication, and facilitate the whole teaching procedure.

b. Collaborative task-oriented chat

This type of chat seems more demanding, and needs careful prior planning. I really like the idea of learners working without having their moderator giving them instructions. Again, the fact of meaningful communication enhances the benefits resulting from the task.

c. Practice on line

This type of chatting, gives  extra time for practicing  a specific language function. Again, the learners have the opportunity to experimentize on what they have met in their classroom context, consequently become more familiar with the taught material.


d Evaluation chat

Although I can clearly see the usefulness of such a chat, I wouldn't like to use it. I prefer to keep the internet tool as one which promotes the use of the target language, and help learners to get into the habit of using the net for language production. If they feel that they are going to be evaluated for that the balance might be lost.


e. Presentation or Academic Seminar Chat

These chats can promote collaboration, sharing, strengthen the bond between colleagues, become informative, thus present new ideas and ways of elaboration. A significant tool for professional develpment.

However, there are various factors which will determine the efficient future prospective of these tools in a blended learning. These are:

a.     Students learning background.

b.    The prevailing view for the Internet

c.     Parental view (when learners are not adults)

d.    Teachers’ reluctance

Actually, It depends entirely on us, whether this new medium will become a successful tool or not. Teachers involved in the new practices should be well informed and organized and self disciplined, so as to promote a sense of security to learners and parents. If the whole procedure is communicated appropriately by instructors, then this modern teaching practice will bear fruit.

In a nut shell, technology in teaching and language teaching in particular has opened up a brand new phase which will be beneficial to both learners and instructors. The economic crisis seems to put a hindrance to many who wish to learn to speak a foreign language fluently. This stumbling block can easily be overcome with the help of the net and the incorporation of the synchronous tools in a blended learning syllabus.