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Rationale:
This annotated web search focuses on the teaching and learning of the ESL/EFL reading skill, as it is considered the most important receptive skill among the four language skills (Levy and Stockwell, 2006). Most teachers concerned with teaching English as a Foreign Language (EFL) in Saudi Arabia still face some difficulties while teaching the EFL reading skill. This is due to the fact that in teaching EFL Saudi teachers are restricted to specific textbooks that are designed by higher administrations. Therefore, teachers face many problems regarding the interaction between learners and the textbooks. Consequently, this deficiency in the most important language skill will result in a failure to acquire the target language.
One of the available solutions to overcoming this problem was the use of computers in language learning. Researchers concerned with education advocate Computer Assisted Language Learning (CALL) as an effective instructional tool for acquiring a number of language skills, including reading (Levy and Stockwell, 2006). Moreover, research on the integration of computers with language teaching in general and the teaching of reading in particular showed that computer-based classes were highly motivated in terms of the interaction between learners and the provided materials and between learners and the teachers as well (Lim and Shen, 2006). Additionally, the computer-based learning environment assisted more in enhancing EFL learners' critical literacy skills and strategies than did the conventional learning environment (Levine, Ferenz, and Reves, 2000).
As interaction is considered the main criterion for a successful learning process, the basis of this paper relates to the interaction theory (Long, 1996. cited in Levy and Stockwell, 2006), which is the foundation of CALL (Ellis, 1999. cited in Egbert and Petrie, 2005). The interaction between learners and teachers and between learners and computer-based tasks is the starting point of this annotated web search. The focus was divided into three types of websites:
The first are used before the teaching process, the target group being the EFL/ESL teachers. The aim of these websites is to provide teachers with updated techniques and strategies in addition to the theoretical concepts of teaching the EFL/ESL reading skill. Also included were websites that provide teachers with some lesson plans and worksheets that extend teachers' perceptions about the teaching of reading.
The second type of website is that used during the teaching process. These websites are designed to facilitate the practice of different reading skills and strategies. Also, they offer a big number of reading texts and activities that assist in achieving the reading skills. Furthermore, these websites present some reading tests to be used in assessing the extent to which the reading skills have been achieved.
The third type is used after the teaching process, where the target group is the learners. This type of website aims to develop learners’ autonomy or independent learning. It contains some online reading programs that can be used without the help of the teachers. Also, teachers can use these websites to provide homework activities for the learners.
To sum up, the use of computers and the internet in language learning can become a crucial element in the success of the learning process. Such use of websites would add more to the learning environment by adapting others’ published lessons, or even using some online programs that are designed for online learning. Below are annotations on 15 websites that are useful in ESL/EFL teaching.
No. 1
URL: http://nadabs.tripod.com/reading/
Name: Teaching Reading: From an interactive perspective, by Nada Abisamra
No. 2
URL: http://www.extensivereading.net/ Name: Extensive Reading (ER)
No. 3
URL: http://www.lessonplanet.com/
(1) http://www.lessonplanet.com/search/search?keywords=reading&rating=4&gclid=CInIqsOz0poCFQ0Zegod81VTDw
Name: Lesson Planet: A search Engine For Teachers (Reading)
No. 4
URL: http://www.studygs.net/reading.htm
Name: Study Guides and Strategies: Reading Speed & comprehension.
No. 5
URL: http://www.eslreading.org/ Name: ESL Reading for English language learners
No. 6
URL: http://www.eslyes.com/ Name: 365 ESL Short Stories, A Free Site for Intermediate ESL Learners
No. 7
URL: http://home.earthlink.net/~eslstudent/read/read.html
Name: Online Reading Exercises
No. 8
URL: http://www.rhlschool.com/reading.htm
Name: RHL School: Reading Comprehension
No. 9
URL: http://web2.uvcs.uvic.ca/elc/studyzone/330/reading/
Name: University Of Victoria: Reading Exercises
No. 10
URL: http://depts.gallaudet.edu/englishworks/exercises/main/reading.html
Name: English Works
No. 11
URL: http://www.readinga-z.com/ Name: Reading a-z: Reading resource center
No. 12
URL: http://www.lclark.edu/~krauss/toppicks/reading.html
Name: ESL Independent Study Lab: Reading
No. 13
URL: http://www.rocketreader.com/index.html Name: Rocket Reader
No. 14
URL: http://www.englishclub.com/reading/index.htm
Name: English Club: English reading for ESL learners.
No. 15
URL:
http://esl-materials.suite101.com/article.cfm/how_to_teach_reading_strategies
Name: How to Teach Reading Strategies
Wish You All the Best
Turky
References:
Egbert, J., & Petrie, G. (2005). CALL Research Perspectives. Mahwah, New Jersey. Lawrence Erlbaum Associates.
Levine, A., Ferenz, O. & Reves, T. (2000). EFL Academic Reading and Modern Technology: How Can We Turn Our Students into Independent Critical Readers? Teaching English as a second or Foreign Language, 4(4).
Levy, M., Stockwell, G. (2006). CALL Dimensions: Options and Issues in Computer- Assisted Language Learning. New York: Lawrence Erlbaum Associates.
Lim, K., & Shen, H. (2006) Integration of computers into an EFL reading classroom. Cambridge University Press, 2(18), 212-299.
This annotated web search focuses on the teaching and learning of the ESL/EFL reading skill, as it is considered the most important receptive skill among the four language skills (Levy and Stockwell, 2006). Most teachers concerned with teaching English as a Foreign Language (EFL) in Saudi Arabia still face some difficulties while teaching the EFL reading skill. This is due to the fact that in teaching EFL Saudi teachers are restricted to specific textbooks that are designed by higher administrations. Therefore, teachers face many problems regarding the interaction between learners and the textbooks. Consequently, this deficiency in the most important language skill will result in a failure to acquire the target language.
One of the available solutions to overcoming this problem was the use of computers in language learning. Researchers concerned with education advocate Computer Assisted Language Learning (CALL) as an effective instructional tool for acquiring a number of language skills, including reading (Levy and Stockwell, 2006). Moreover, research on the integration of computers with language teaching in general and the teaching of reading in particular showed that computer-based classes were highly motivated in terms of the interaction between learners and the provided materials and between learners and the teachers as well (Lim and Shen, 2006). Additionally, the computer-based learning environment assisted more in enhancing EFL learners' critical literacy skills and strategies than did the conventional learning environment (Levine, Ferenz, and Reves, 2000).
As interaction is considered the main criterion for a successful learning process, the basis of this paper relates to the interaction theory (Long, 1996. cited in Levy and Stockwell, 2006), which is the foundation of CALL (Ellis, 1999. cited in Egbert and Petrie, 2005). The interaction between learners and teachers and between learners and computer-based tasks is the starting point of this annotated web search. The focus was divided into three types of websites:
The first are used before the teaching process, the target group being the EFL/ESL teachers. The aim of these websites is to provide teachers with updated techniques and strategies in addition to the theoretical concepts of teaching the EFL/ESL reading skill. Also included were websites that provide teachers with some lesson plans and worksheets that extend teachers' perceptions about the teaching of reading.
The second type of website is that used during the teaching process. These websites are designed to facilitate the practice of different reading skills and strategies. Also, they offer a big number of reading texts and activities that assist in achieving the reading skills. Furthermore, these websites present some reading tests to be used in assessing the extent to which the reading skills have been achieved.
The third type is used after the teaching process, where the target group is the learners. This type of website aims to develop learners’ autonomy or independent learning. It contains some online reading programs that can be used without the help of the teachers. Also, teachers can use these websites to provide homework activities for the learners.
To sum up, the use of computers and the internet in language learning can become a crucial element in the success of the learning process. Such use of websites would add more to the learning environment by adapting others’ published lessons, or even using some online programs that are designed for online learning. Below are annotations on 15 websites that are useful in ESL/EFL teaching.
No. 1
URL: http://nadabs.tripod.com/reading/
Name: Teaching Reading: From an interactive perspective, by Nada Abisamra
No. 2
URL: http://www.extensivereading.net/ Name: Extensive Reading (ER)
No. 3
URL: http://www.lessonplanet.com/
(1) http://www.lessonplanet.com/search/search?keywords=reading&rating=4&gclid=CInIqsOz0poCFQ0Zegod81VTDw
Name: Lesson Planet: A search Engine For Teachers (Reading)
No. 4
URL: http://www.studygs.net/reading.htm
Name: Study Guides and Strategies: Reading Speed & comprehension.
No. 5
URL: http://www.eslreading.org/ Name: ESL Reading for English language learners
No. 6
URL: http://www.eslyes.com/ Name: 365 ESL Short Stories, A Free Site for Intermediate ESL Learners
No. 7
URL: http://home.earthlink.net/~eslstudent/read/read.html
Name: Online Reading Exercises
No. 8
URL: http://www.rhlschool.com/reading.htm
Name: RHL School: Reading Comprehension
No. 9
URL: http://web2.uvcs.uvic.ca/elc/studyzone/330/reading/
Name: University Of Victoria: Reading Exercises
No. 10
URL: http://depts.gallaudet.edu/englishworks/exercises/main/reading.html
Name: English Works
No. 11
URL: http://www.readinga-z.com/ Name: Reading a-z: Reading resource center
No. 12
URL: http://www.lclark.edu/~krauss/toppicks/reading.html
Name: ESL Independent Study Lab: Reading
No. 13
URL: http://www.rocketreader.com/index.html Name: Rocket Reader
No. 14
URL: http://www.englishclub.com/reading/index.htm
Name: English Club: English reading for ESL learners.
No. 15
URL:
http://esl-materials.suite101.com/article.cfm/how_to_teach_reading_strategies
Name: How to Teach Reading Strategies
Wish You All the Best
Turky
References:
Egbert, J., & Petrie, G. (2005). CALL Research Perspectives. Mahwah, New Jersey. Lawrence Erlbaum Associates.
Levine, A., Ferenz, O. & Reves, T. (2000). EFL Academic Reading and Modern Technology: How Can We Turn Our Students into Independent Critical Readers? Teaching English as a second or Foreign Language, 4(4).
Levy, M., Stockwell, G. (2006). CALL Dimensions: Options and Issues in Computer- Assisted Language Learning. New York: Lawrence Erlbaum Associates.
Lim, K., & Shen, H. (2006) Integration of computers into an EFL reading classroom. Cambridge University Press, 2(18), 212-299.
