Teachers have been using online communication in the language classroom since the 1980s. From an investigation of the experiences of dozens of teachers around the world who have used the Internet in language teaching (Warschauer, 1995a, 1995b, 1996c, 1996d), a few common guidelines emerge that can assist teachers in successfully planning and implementing network-based learning projects.

GUIDELINES

Readers will note that these guidelines are independent of the particular technological tools being used. As has been noted elsewhere, “technology is developing so rapidly that it can often be difficult or even overwhelming to harness somewhat like trying to get a drink of water from a gushing fire hydrant” (Warschauer, 1995b, p. xv). In order to make effective use of new technologies, teachers must thus take a step back and focus on some basic pedagogical requirements. The following guidelines are designed to help teachers implement computer network-based activities and technologies into the second language classroom.

CONSIDER CAREFULLY YOUR GOALS

There are several possible reasons for using the Internet in language teaching. One rationale is found in the belief that the linguistic nature of online communication is desirable for promoting language learning. It has been found, for example, that electronic discourse tends to be more lexically and syntactically complex than oral discourse (Warschauer, 1996a) and features a broad range of linguistic functions beneficial for language learning (Chun, 1994; Kern, 1995; Wang, 1993).