As a member of the 1980s’generation in China, I began to learn English in the fifth grade of elementary school in 1995. Besides tape-recorders and cassettes, there is not much modern technology that could assist the students’ English learning. I remembered that I used to listening to the tape-recorders after school, which was required by my teacher. At that time, I think the motivation behind English learning is mainly about good marks and the encouragement from our caring teacher.

Soon I entered middle school in 1996. I attended a typewriting club and encountered the English keyboard before the computers emerge in our lives. When we practiced typewrite and held some typewriting contests, all the texts we used were in English, although I did not know why there was no Chinese keyboard and did not quite understand the texts we typed on the paper. Then, some computers appeared in one of our school’s lab room. There was a new club founded, the computer learning club, and also computer lessons for beginners in the syllabus. I still remembered the DOS language we studied, memorized, and used on the sometimes black and sometimes blue screen computers. At that time, I realized that English is very important, and at least the new machine speaks English. My English language skills grow fast, but not as fast as the growth of modern technology in the late 1990s, computers changed from 486, 586, and 686 to windows system. My English learning still concentrates on vocabulary building, exams-taking, and textbooks reciting. There is still relatively small amount of English resources that students can access.

When I was in high school, things began to change. In the second year of high school, my father bought me my first computer. The original reason to buy the expensive desktop is to help me in preparing the college entrance exam. My parents took me to one of the best schools in Tianjin to register their online courses. However, the online courses did not really work that well, I was much occupied by the homework from school, and the extra online lectures and assignments actually added more pressure. To me, this computer opened a lot of windows besides the learning of the school materials. I started to browse the websites online, and I found lots of interesting things, such as group chat rooms, e-mails, MSN, etc. I had some online friends who influenced me a lot. One of them told me that he was studying in Canada that year, he was in his twenties, and was willing to help me with my English learning and invited me to visit his own website. As an eighteen years old girl, I was curious and eager to learn English and English cultures by means beyond the traditional school teaching and learning style. I shared my daily life and English questions with this net-friend through emails. He wrote me back with the corrected grammar and vocabulary, and told me something about the computer laboratory assignment he was doing. I have to mention the rising and increasing use of electronic dictionary at that time, and I used it to look up the new words when reading some emails, textbooks, etc. Another thing need to be mentioned is the resources like English newspaper, magazines, software that bloomed in the beginning of the 21^st century. One of them I was interested in was vocabulary building software. I installed the program which contains modules such as spelling games, listening exercises, etc. which helped me a lot in keeping English vocabulary learning a fun process.

After I entered the university as an English major student, technology is playing an indispensable role in my English learning process. We have our English multimedia classrooms with equipments such as, computers, projector, earphones and microphones, etc. English materials expand to radio programs (for instance, VOA news report), movies, songs, video clips, soap-operas, online database, etc. some of our classmates use text messages to contact friends such as foreign teachers and international students from other countries. With the requirement of English major syllabus, we spent much time on English listening, writing, interpreting, and speaking activities. At that time, in order to find a better job in the future, we were enthusiastic over gaining English skill related certificates, such as Certificate of Business English, Interpreting Certificate issued by Shanghai, TOEFL, etc. The use of Computer sure helped in the process of registering in the exams, searching for training courses, exchanging useful information with other participants, booked hotels in the exam host cities, etc.

Today, I study in Canada, and my English learning is still going on. I use English and technology anywhere and anytime, cell phones, the Internet which contains online resources such as English articles, dictionaries, books, etc. Technology indeed helps students in English learning and it save a lot of time and energy. However, traditional ways of learning a language cannot be neglected or abandoned.

        Compares to adults, technologies can be easily acquired by youth, which assist the development of students’ multiple literacy. In school, the use of technology should be built on the needs of students. The benefits and challenges of using the new technologies need to be further investigated and understood by the educators. On one hand, technologies include aspects of a language linguistically, socially, and culturally, and there still exist issues such as the accessibilities of the Internet and computers for English learners of different regions, computer crime, and computer addiction. On the other hand, I believe with teacher’s guide, autonomous learners would gain benefits from technology when they are using technology in their English learning.

Elliot (2001) states new social issues have also arisen with the advent of the Internet (p.172). The issue that relates to the different levels of access is expressed by the term “digital divide”, which is a worldwide phenomenon and it illustrates the disparity between the “haves” and “have nots” (Elliot, 2001, p.172). While many ESL classes and programs have access to learning labs or classroom computers with Internet connections, many others are still without or struggling with out-of-date equipment. This can be seen between developed and developing countries, and between big cities and some rural areas. This is a common imbalance of the Internet development situation in some countries. Some learners do not have Internet access at home, and it would be hard for them to get much information and learning materials online as others who possesses Internet access. I think the problem can also be seen in China and Canada. An ESL teacher Jan from VCC language training center tells me that in her class, many new immigrants represent the imbalance of the accessibility to computers and the Internet. What’s worse, the classroom does not have any computer equipment, and she also says that the government rarely provides funds for public school to help them to build the Internet and computer access. In China, as I have experienced, most classrooms are still have no computer and Internet access, some classrooms has one computer, but teachers seldom use it in their teaching except for PowerPoint presentations.

In addition, the cost for programs to acquire and maintain technology is high. The cost to train teachers and learners to use computers and to equip the Internet into the classroom are also both high. Money will be spent on computers and software as well as on staff development. Teachers need to learn about new technologies and how to integrate them into instruction, which takes resources, time, and money. The idea that learners can use computers and the Internet to learn Computers can facilitate independent learning, but teachers, assistants, and volunteers are needed to clarify, assist, mediate, and to work on the technical problems which may occur (Hammons, 1996).

Issues such as local adaptability and local appropriateness can be also seen when using the Internet in language teaching and learning. As Warschauer (2002) states in a case study of one Egyptian computer-facilitated English learning project, problems such as huge class sizes, a centralized test-driven curriculum, and a school culture that discourages innovation all prevent the Egyptian teachers from using computers and the Internet creatively and effectively with their students. Some of the school staff shows excessive protection over the computers, they do not use them, they only know how to unplug and cover it from the dust, and they are afraid of causing damages to the equipment. It seems in stead of using the technology to serve people, people are becoming good servants to the computers. Therefore, local adaptability also need to be considered when using the computer and the Internet.

Bitter and Pierson (2005) claim that the purposes for which computers are used are quite beneficial to the individual and the society, but there is a wide range of misuse and problems as well, such as computer crimes, plagiarism, privacy protection, and the ethical, legal and equity issues that concern those in the field of education. Therefore, the Internet is not a paradise, because it contains dangerous and harmful factors, such as inappropriate information, Internet addiction, computer viruses, and plagiarism, for example.

5.1.2. Cyber crime, such as hacking, is another issue that exists online. Elliot (2001) says that “students’ natural curiosity and stage of moral development may tempt some to engage in inappropriate computer use” (p.171) Hackers spread computer viruses, invade others’ privacy, which lead to many technological as well as moral issues. Some advertisement agencies also try to gain customers’ personal information in order to produce customer-targeted commodities which can secure more economic benefits. English language learners are also considered as consumers for online learning products, they need to aware that sometimes it is not safe to provide personal information such as address, postcode, and age for some websites.

5.1.3.Addiction to and excessive use of the Internet. Morahan-Martin (2001) claims that warning signs about the excessive use of the Internet have begun to appear. Such use is most often associated with prolonged engagement in chat rooms, games, and website surfing. Internet addiction can be harmful to learners, because it is time-consuming and also may cause health problems, such as back pain, neck pain, wrist pain, headaches, and eyestrain.

A lot of considerations and work needs to be done and prepared in order to secure safe and beneficial use of the Internet. Another thing that needs to be considered is the learning abilities of the learners, because achieving successful online research and work requires learners to be self-directed, autonomous, and innovated individuals. Therefore, learners’ ages and motivations when they are using the Internet in language learning also need to be considered.

Some new products including Bilingual Songs English-Mandarin, vol. 1, Character Building Songs (these are really neat rounds with activities) plus the Learning Sight Words series of reproducible resource/activity books to complement the four part Singing Sight Words series.

4.2. Scramble, crossword, and flash games

You can practice your English grammar and vocabulary skills with interactive tests on this free website. You can receive free interactive email tests. If you register and login you can see which tests you have done and how successfully. Learning English with these free online tests is really motivating. New tests are added every week.

2. www.englishclub.com

EnglishClub.com is your club. Please feel free to use it in any way you wish to learn or teach English. And please let us know what you think about EnglishClub.com and what you would like to see added. You can do this at Comments or through the Contact Us page. We answer all of your emails and try to give you the support you need in learning and teaching English.

3. www.nationmultimedia.com 

4. www.bangkokpost.net

This site is designed primarily for those of you whose first language is not English. It will help you learn to read a daily English-language newspaper. Clearly, we hope you will read the Bangkok Post, but there is much on this site to help you read any English language newspaper.

5. www.freeenglish.com

6. www.english-zone.com

7. www.rong-chang.com

The English as a Second Language site is a starting point for ESL learners who want to learn English through the Web. Many people have created ESL learning materials for the Web. This site links you to those good and free ESL places. The variety of materials will allow you to choose something appropriate for yourself.

8. www.english-at-home.com

Learn English grammar, vocabulary, verbs and speaking with ESL games, an English newsletter and more.

9. www.mylanguageexchange.com

A language exchange is two or more people who speak different languages practicing each other’s language. For example, an English speaker who is learning French will do a language exchange with a French speaker who is learning English. There are many ways to practice in a language exchange.

10.www.roseofyork.co.uk

At this school you will find a warm, friendly atmosphere where you can follow a course in General English, learn the language for Business or academic purposes, prepare for English examinations, or just learn more about the English Speaking world.

2.1.Interactive-master (3+4)

*General English Classes

*3 levels of study: Courses for Beginner, Intermediate, and Advanced Students

*The Award Winning English Program has been taught to millions of students from all over the world!

*Their revolutionary interactive-training method will lead learners step-by-step to improving all 4 language skills: Listening, Reading, Speaking, and Writing skills.

* Theme-based sessions covering beginner to advanced levels
* Stimulating self-paced lessons using an integrated approach that develops the four main language skills: Listening, Reading, Speaking and Writing
* Unique progress display to evaluate learning activities.

* Materials that meet international standards.

* Additional support including a Grammar tool and Lexicon.

* Interactive courseware, digital videos, audio clips and more learning materials.

2.2. Your Language Exchange Online Community

http://www.mylanguageexchange.com/Default.asp

Language learners can search, meet, and chat with other learners of 115 languages from130 countries.

*Solutions to nothing to talk about, for instance, using a lesson plan as a practice program.

1. Meet the partner(s) in a text, voice or video chat room of one’s choice.
2. Open this page and select a lesson from the drop-down menu above.
3. Do the activities together.
4. Use the timer above. It helps to change languages at regular intervals.
5. Use the convenient multi-language dictionary at the bottom.

Briefly introduce the influences on and changes of education that brought by the development of technology.

1.1. Evolution of Technology and Teaching

http://tw.youtube.com/watch?v=suWzpLmRH0g&feature=related

1.2. Education Today and Tomorrow