The Need for a Method to Manage Online Materials

With the rapid growth of computer applications, communication technologies and open-access information on the internet, online resources have now become an indispensable source of second language (L2) classroom materials. However, this wealth of materials varies greatly in quality and so requires thoughtful selection and creative modification to produce optimal learning impact. Although modern technology has increased flexibility in both course content and modes of delivery (McLoughlin & Oliver, 2000), such flexible practice might need well theorised, creative management to become maximally helpful in teaching and learning. As the availability of online L2 resources has enormously increased the range of choice, the key questions have become how to choose well and how to put those choices to good use. To acquire this understanding would mean making a step forward in pedagogy and materials.

Similarly to Hicks and Turner (2013), who suggest a remixing of pedagogy to meet the context of a digital age, in this chapter we discuss and propose ways to select, process and perhaps innovatively modify L2 resources that are available online. This chapter presents six L2 acquisition principles and discusses how they can productively serve as a guide for the selection of online materials. These points are then illuminated further through concrete examples to show how online materials can be used in the teaching of macro language skills – listening, speaking, reading and writing. To strengthen the quality of those choices, a number of innovative ideas are recommended to remove classroom learning as far from conventional, typical and dull ways of L2 learning as possible. The chapter concludes with recommendations on how teachers and materials writers can develop further tasks and activities based on online resources.

Today's students are increasingly living what Swenson et al. (2006) refer to as digital-media-saturated lives. Most are exposed to internet-based information, are familiar with a computerised environment and are accustomed to the use of digital communication from an early age.