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**A taxonomy of Internet-based technologies integrated in language curricula/ Gi-Zen and Aleck Shih-Wei Chen **  Internet-based technologies (IBT) and environments have been evolving and applied to language learning since two decades. However, according to researches, there is no sufficient work on reliable taxonomy of IBT integrated into language curricula. Since there are huge amount of IBT applications, a novel taxonomy of three type's language learning has been developed. The applications were classified as: first (CMC) integrating computer-mediated communication tools, second (LMS) integrating learning management system, and the last one is (CALL) integrated Computer-Assisted Language Learning programs into language curricula.
 *  Final Summary............ **

The National Cheng Kung University [|(NCKU) Internet-based English Learning and Testing Project], began at 2006. To check the validity of the novel taxonomy, it was tested with media technology course students. Although, the students found it very enlightening and informative, they also raised questions regarding IBT new programmes such as interactive blog and YouTube. For, many non-English-speaking countries have attached a great importance to English as a global language.The project has designed to formulate and implement IBM-based English learning as a foreign language. As the EFL became desirable by a growing population, the same happened with the IBT project. However, it is not clear what IBT tools must be integrated into EFL teachers' learning. Thus, the taxonomy supplies appropriate tools to fulfill the IBT programs.

In order for the user to grasp the taxonomy, it should be easy and simple in its criterion. Considering this, the three developed types of the taxonomy, were simple and well established and constructed so the teacher in the IBT learning classes will be in control.

The first category is the CMC tools. It can be used for involving the learner in written and/or spoken communication in one or more in language curricula, rather than learning content such as asynchronous (emails, forum etc…) or synchronous (chat, messenger). CMC also provides available assessment tools for students.

The second category is programs integrating LMS such as [|WebCT]. It is the virtual classrooms that provide the instructors and the learners with both the asynchronous and synchronous CMC tools. It also enables the students to work collaboratively and online. This category is locus of control, mostly self-controlled.

The third category is Programs integrating CALL. The online language-learning lessons such as any IBT-supported language-learning websites. In this category the users are suppose to complete their learning alone. It enables them to drill and practice, alone and with each other. In addition, it supplies the opportunity to collaborate.

The research were conducted on seventeen students who took the Fall course (2006) "English Learning through Digital Technologies" at NCKU. They were introduced to the taxonomy in order to give their opinion about the taxonomy. Although all of them found it illuminating, several limitations were raised: whether is it possible to identify the use of different types of IBT in the future language courses, with its rapid development and how to classify 'publishing' tools and collaboration tools.

**My point of view after reading the comments: **

The taxonomy as a pedagogical tool has the ability to assist students to easily grasp the IBT uses, and as a research tool it can provide the place for more questions to be asked and precise. It is important to remark that the taxonomy is relative rather than absolute construct. The IBT has multi-functions, it can be wether self-controlled or not. Teachers are welling to integrate thechnology and teach computarized lessons, but the fear of this usages is still there. Teachers, especially the older one, demands more courses to qualify them and teach them how to use and integrate the computer into their classes. The fact that nowadays students are in favor of technology generation, terrifies the teachers, since this makes the students superior of their teachers. Teachers must have the knowledge in order to have the confidence and control, otherwise they would feel strange and less powerful. As a conclusion, I sum up and say that, it is important to integrate the technology into our lessons, but let us be cautious when using it, especially that our students are more proficient in technology than us.