In regard to a task assigned for CALL subject which is to evaluate an ESL website, I have chosen eslflow.com (http://www.eslflow.com/). Created in 1998 by Peter Snashall, an ESL teacher in a university in Bangkok, Thailand, eslflow.com is aimed to create a platform of resource for researching ESL or EFL ideas and creating lessons or courses as quickly as possible. It offers a vast range of excellent lesson plans, worksheets, games and activities that can be done in teaching and learning of English language.
Basically, this website covers each and every aspect of English language, from part of speech till the skills of the language, namely, reading, listening, writing and speaking. Unlike any other ESL websites, eslflow.com has a clear organization of the index that will help the teachers to easily locate themes or topics they want to teach in their classroom. There are numerous exercises included for each topic and they are not only limited to written exercise. It has pronunciation practices, communication practice as well as role-plays. This kind of variety will actually make the lessons to be more meaningful for the students as they get to use the language. Besides, it does not have an interactive virtual community like Dave's ESL Cafe does, thus, there is no immediate feedback given by the website administrator except for an online grammar test for elementary level students. One of the advantages of this website is that it categorized its resources according to the three different proficiency levels which are elementary, pre-intermediate and intermediate. There are several materials are rather suitable to be used with the advanced students.
Since this website is a free access website, the learners or visitors do not have to neither register, subscribe nor pay a certain amount of money in order to have full access to the extensive online collection of materials of different topics. They only need to choose and click on the wanted links and thus it will direct them to the activities provided for the topics. Most of the activities require the learners or visitors to print them out like crossword puzzles, fill in the blanks, word match and mind maps. Still, the teachers can adopt the contents available to make the lesson to be an interactive one rather than only distributing worksheets to their students.
As I browse the website, most of the materials available reminded me of the kind of lessons I had in the secondary school. My English teachers did not really utilize the textbook provided so she brought in lots of worksheets that she got online. I still keep all the materials and I do find them to be rather genuine and up to date especially the materials regarding current issues. Hence, during my practicum, I made use as much as possible all the materials I got from this website as I found that my students were more actively engaged with the lessons when I showed them related clips or did activities that allowed them to move around.
In my opinion, I do find the website and the textbook or workbook are quite similar. Though the materials are varied and more current online and there are opinion saying that the activities provided in the textbooks or workbooks are rather dry and not authentic, it is actually back to the teachers on how are they going to approach and make use of the materials available in order to create an impact and hence, maximise the learning on their students.
As for the theories of language learning and teaching underlying this website, I think there are two theories that I would like to highlight. First is on the CALL itself and another one is the theory of language developed by Richards and Rogers (1986).
Computer-Assisted Language Learning (CALL) is defined as "the search for and study of applications of the computer in language teaching and learning." (Levy, 1997: 1) The main objective of CALL is to seek methods for using computers for the purpose of teaching and learning the language. To be precise, CALL is the use of computer technologies that nurture educational learning, including word processing, presentation packages, guided drill and practice, tutor, simulation, games, multimedia CD-ROM, and internet applications such as e-mail, chat and the World Wide Web (WWW) for language learning purposes. In relation to the current situation, most of the students have been exposed to the technology especially computers and the Internet. Hence, by incorporating different kinds of technology in the classroom, it can enhance and maximise their learning experience. eslflow.com provides a wide selection of activities and worksheets that opposed to the typical exercises that can be seen in the textbooks or workbooks. Moreover, computers can do some of the work of the teacher and provide great assistance to the learner even without the presence of the teacher (Pennington and Steven, 1992) and also the computer offers great flexibility for class scheduling and pacing of individual learning, choosing activities and content to suit individual learning styles. (Oxford and others, 1998). This means that the students can actually take their own initiative to improve their knowledge and proficiency of the language at home or wherever they are as the website is accessible as long as there is internet connection. By doing this it gives them the authority to take charge of their learning, thus, promotes independent learners.
Another theory is the one developed by Richards and Rogers. Their theory is applicable to this website as many activities are role playing or simulations. This method follows the interactional view in which "sees language as a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals... Language teaching content, according to this view, may be specified and organized by patterns of exchange and interaction or may be left unspecified, to be shaped by the inclinations of learners as interactors." (Richards and Rodgers, 1986, p. 17). By employing such activities in the classroom, it is clearly promotes effective interpersonal relations and social transactions among the students. "In order for a simulation to occur the participants must accept the duties and responsibilities of their roles and functions, and do the best they can in the situation in which they find themselves" (Jones, 1982, p. 113). They are also actively engaged in the learning and the knowledge acquired can be retained longer as compared to the drilling and rote learning methods. Furthermore, active participation will make them forget they are learning a new language and they have the opportunity to apply their language in a safe environment. This will definitely help them to develop motivation and self esteem.
From my point of view, the tasks and activities provided on the website does fulfill the criteria of language learning potential. It allocates sufficient opportunity for beneficial focus on form in learning English language. Anyone with different levels of proficiency in English have the access to each and every materials on the website, including the teachers. The lessons are divided by category or topic but can also be accessed by the type of skills, teaching techniques and activities. For instance role play, listening and writing). Furthermore, it offers a wide range of topics and materials that are relevant to the students from all over the world. Even the games provided are interesting and definitely will help the classroom to be more interactive and ensure the students to use the language in order to complete the tasks assigned. The explanation given especially on the part of speech such as nouns and adjectives are clear and images are included to assist the students to remember better. However, there is no active online community for this website and there is no immediate feedback given in order to guide or correct the students whenever they complete a task. This is because this website encourages independent learning. But it does not mean that independent learners do not have to be observed and monitored.
As I go through and assess the website, I will definitely use some of the contents in the future to help my students' enrichment of English language. The materials provided promote an interactive environment of learning which is very essential to create a safe environment for my students to practice the language without affecting their self confidence. I do find it is a great place to find materials as there is a vast array of teaching resources, particularly materials and lessons plans. Everything is free and I do not need to sign up. However, I assume the website is not being regularly updated or monitored as some of the external links are no longer working, dead or outdated. Unlike Dave's ESL Cafe, this website does not provide a platform for the visitors to actually communicate with one another.
