Abstract

This paper presents the main findings of a case study carried out over a period of approximately five to seven months in 2004-5. It elucidates the issues that six well-qualified ESOL teachers had faced endeavouring to utilize the Internet in their language classes in Intercollege’s new ICT language laboratory. The wide range of data sources used in the study comprised: four staggered interviews with teachers, an interview with students and Head of the Languages Department, teacher classroom observations, a student questionnaire and teacher lesson plans. A major finding that emerged during the study was how teachers in their first interview had initially appeared mainly positive about Internet use, however as interviews progressed they seemed to have had more jaundiced attitudes. For instance, some negative comments from mainly Greek-Cypriot students regarding having Internet lessons suggested that the way teachers had been using the Internet did not correspond to their students’ learning experiences and expectations. In this paper I will describe what effective Internet pedagogy for students studying at Intercollege should comprise and provide links to online examples