Reflection on "Sample Web Projects" (week 3 reading)

Chapter 7: Sample Web Projects

Warschauer, M., Shetzer, H., & Meloni, C. F. (2000). Internet for English teaching: TESOL Alexandria, VA. [Chapter 7]

This chapter describes ten web projects used in a variety of contexts. Here some of them are summarized and evaluated in the followings:

Primary School Webfolios:

Fifth- and sixth- grade students went to a networked 20-station computer laboratory once a week. They should create portfolios on the World Wide Web called Webfolios. Here webfolios refers to the electronic version of portfolio. It is a collection of all of the composer’s work placed on the webpage with links to other Internet resources. Students wrote and designed their Web pages in English themselves using Netscape Composer (a web page editor). Their artistic, writing and interpersonal skills could be improved in this project. But it takes a good deal of time for the children to master the computer skills and carry out the tasks.

I think this project could be practised by college students in the mainland China. For students at pre-university level, this project can not be used in English classes, because it requires a large amount of time.

A Primary School E-mail Cultural Exchange:

Sixth-grade students were arranged to join a after-school e-mail exchange project with some U.S. students. Teachers chose a number of topics for the exchange, including Christmas decoration, shopping, and the meaning of Christmas. Students in each class were assigned to groups of five: students of different language levels were intentionally mixed. They worked on their letters during class in group, with teacher assisting as needed. After class, volunteers from each group took turns staying after class once a week to type the letters on a computer. In this project, students’ writing skills were improved and they also made good friends with students in the America.

I think this project could stimulate students’ interests of English writing by actual communication with native students in America. In the mainland China, secondary school English teachers could consider conducting this E-mail exchange project in classes in their dense schedule. Because secondary school students bear extremely heavy study-burden, teachers need carefully design the project in order to get the best result in limited time. For students at tertiary level, this project could be conducted more successfully.

A Junior High Virtual Classroom:

A bilingual virtual classroom on the World Wide Web was established. Students could use Internet connections at home to access the virtual classroom. They sometimes post their homework assignments on the forum and discuss them on-line.

This kind of virtual classroom is like personal blog or shared wiki. College teachers could post learning materials. Students could deliver their assigned homework and give comments to others’ work. I think optional posting and commenting may result in nothing, so some requirement is needed.

A University-Level Problem-based Learning Course:

Students develop their Internet and English skills while searching for international internship opportunities in their own field. In this process of finding opportunities, preparing CVs and cover letters and oral communication, they learn to address their weaknesses with the help of the teacher.

I think in the mainland China, it’s not common for college students applying for international internship. However, the core principle of this project is fantastic. Helping students to improve their language skills in solving practical problems related to their own lives.