The Language Teacher

1985 was a pivotal year for educational computing in Japan. It was in that year the Ministry of Education's Study Group for Educational Computing and the National Council on Educational Reform published several key reports which influenced the course of educational computing in this country (Asano, 1996). Computer literacy was recognized as a fundamental skill in an increasingly information-oriented society. In that year the government spent two trillion yen on educational computers (Dai Ichi Houki Shuppan, 1990).

Although Keio University, Tokyo University, and the Tokyo University of Technology established computer links in 1984, it was not until 1985 that overseas Internet links were set up. As Professor Jun Murai (1995), a leading Internet Japanese pioneer, pointed out, fiscal constraints hampered the early Internet growth in this country. In November 1987, there were only 110 Internet access points in Japan with perhaps a thousand machines connected to the Net (Kusamoto, 1988). The most substantial Internet growth in Japan occurred after commercial providers began offering Internet services in 1993 (WIDE Project, 1996). Today there are over half a million Internet users in Japan according to a 1996 white paper by the Nihon Joho Shori Kaihatsu Kyokai [Information Processing Society of Japan]. An estimated 10% of all Internet traffic in this country is educational in nature.

Now, close to a decade since Internet resources first came to language classrooms here, it is worth examining what impact, if any, this technology is having on how foreign languages are being taught. Let's visit a few reading, writing, listening, and conversation classes to gain a perspective on how the Internet is influencing foreign language education in Japan.

Reading

In the search for authentic, up-to-date material, many teachers now create their own hypertexts. Basically, hypertexts refer to ways of storing documents so that readers can move through them selectively in a nonlinear manner. Hypertexts used in reading classes often contain Web excerpts. Some hypertexts are connected directly to the Web; others are networked to only local systems. Let's consider three examples of classroom hypertext use.

Since 1995, Glenn Sanders of the University of Shizuoka has been using a hypertext-based magazine for his reading class. This magazine contains twenty-three lessons covering various social, cultural, and environmental themes. Each page of the text includes a link to an English dictionary and an English-Japanese dictionary, as well as online assignments. Based on student feedback, Glenn is able to modify his text over the course of each semester.

John Kimball and Hiroshi Ohtake also use Web-based hypertexts for their reading classes. An abridged sample of Kimball's Web material can be seen at http://interserver.miyazaki-med.ac.jp/~Kimball/tchng.html. Ohtake, who uses extensive medical vocabulary in his text, offers Japanese translations of key words in a portion of the computer screen.

With custom-tailored classroom materials, students using hypertexts described in these examples can pursue topics of particular interest in depth. For a thorough discussion of the educational merits of hypertexts, Higgins' "What is hypertext?" (1996) and Roffey's "Electronic Books: Fad or Future?" (1995) are worth reading.

Writing

Internet-based technology can offer three enhancements to writing classes: audience expansion, prompt feedback, and more choice regarding lesson content. Let's examine these more closely.

Audience Expansion

In classes without Internet access, students typically write letters to schoolmates of the same age, nationality, and major, or else exchange notes with their teachers. As a result, classes often lack the sense of keen discovery which is possible when communicating with those from diverse backgrounds. Conventional pen pal projects offer a chance to expand the range of contacts, but postal mail is slow and unreliable in some countries. Internet writing forums and pen pal exchanges, by contrast, offer a near instantaneous transfer of information on a global basis. Noriko Minami of Soka Junior College uses pen pal composition activities in her writing classes. She has created sample model letters which her students can use when corresponding. Tom Robb of Kyoto Sangyo University has also organized pen pal writing projects. Information about other successful Japan-based Internet pen pal projects can be found at http://www.webcom.com/lbdavies.writing/beyond.html, http://happi.nagaokaut.acp.jp/sphere/spotty/spotty.htm, and http://www2.gol.com/users/daikoky/.

Speed of Feedback

Not only does the Internet permit faster feedback on compositions from a wider audience, but it also enables students to work collaboratively with greater ease. In fact, programs such as the New Jersey Institute of Technology's Virtual Classroom (1995) and multi-user domain programs discussed later in this article are especially designed to facilitate collaborative networking. Students using networks can copy and distribute their compositions to others in microseconds, making real-time global networking feasible.

Lesson Content

One way cybertexts differ markedly from conventional texts is in terms of the resources required to publish them. Publishing printed material is a major investment; publishing a cybertext is relatively easy. Writers who would never enter the market via conventional publishing can make their voices heard in cyberspace. As a result, Internet users are exposed to a wide range of perspectives about many issues. They can gain access to specialized information available only in the largest libraries, if at all. However, the quality and veracity of online material need to be considered carefully. There is no way to verify the authenticity of most digital information. Simply stated, the Internet is the best source of plentiful information. It is also the best source of propaganda and garbage.

To illustrate how the Internet can help enhance classroom information content, let's consider several teachers using online resources in their writing classes. Julie Sagliano and Katherine Isbell of Miyazaki International College have organized online writing projects in which students choose a topic of local relevance, then survey people from around the world for their perspectives on that issue. Masako Furui and Mariko Fujita, both working at the K-12 EFL level, introduce global issues via e-mail.

Kitao (1988) has remarked that most traditional writing texts in Japan focus on sentence-level translation. All too often "composition" consists of a puree of outdated phrases, cultural platitudes, or Anglo-American trivia. By contrast, communicative writing approaches emphasizing student-generated Internet-based materials have been documented by Frizler (1995), Gebala (1996), and Ray (1995).

Multi-Object Environments and Writing/Reading

Seeing how easily Japanese children become engrossed in computer fantasy games, it is easy to sense the potential of multi-object environments. Commonly known as MO*s (or also as MOOs or M**s), multi-object environments represent collaborative attempts to create virtual worlds for education and entertainment. Whereas typical computer games are played by a few players in close proximity, MO*s can be played simultaneously by hundreds of participants worldwide.

Recent versions of Netscape and Microsoft Explorer allow MO* access via third-party software. The MO* experience is easier, however, with programs designed for multi-object environments. MUDDweller and Tinkeri View are popular Macintosh MO* programs. On the Windows side, MudWIN and tkMOO-light are both widely used. Detailed information about MO* client software is available at http//lc.ust.hk/mooclien.htm.

When connecting to an MO*, the host computer will ask you to create a log-in name and password. Next, you may be asked about your gender, age, occupation, native language, and interests. Most people adopt pseudonyms and virtual identities for fun and anonymity when MO*ing. When contacting the MediaMOO, for example, I become a pink strawberry. If children under 18 are using an MO*, it is particularly important to protect their identity as some MO* participants may prey on them. Some parts of MO*space are not really suitable for minors.

After creating a new virtual identity online, the next step is to explore the MO*space you inhabit and interact with others around you. To do this you will need to learn some of special commands, many of which are summarized at http://www.du.org/cc/basicmoo.html.

Though the earliest MO*s consisted mostly of battlefields, bars, and brothels, educational MO*s are becoming more prominent. A comprehensive MO* list is available at http://www.mudconnect.com/mud_search.html. A good example of an educational MO* for ESL/EFL students is http://schmooze.hunter.cuny.edu:8888.

Michael Guest and Paul Snookes have used MO*s with college students. Before having students start MO*ing, they devote some time to teaching basic MO* commands. Unlike the World Wide Web, which can be navigated solely by mouse clicks, navigating MO*space requires learning a number of special commands.

In many respects, MO*s are ideal language learning tools. They require an ability to react quickly to lots of graphic images and text, and also some social skills. The nature of these social skills depends on the MO* you are in. Many MO*s for EFL learners encourage participants not to worry so much about mistakes and enjoy the MO* experience. Fortunately, most educational MO*s are friendly places.

Traci Gardner's "MOO Teacher's Tip Sheet" (1995) has some good ideas about classroom MO* applications. Guest's "Interview with a Cat" (1995) also offers an excellent overview of an EFL MO* experience.

Listening

Many radio stations are expanding to the Internet, offering broadcasts to the general public. Radio Prague, for instance, began offering Czech, English, French, German, Italian, and Spanish broadcasts in 1994 at http://radio.cz/. Today many people interested in the Czech Republic download these broadcasts. To enjoy an Internet radio broadcast, you need a software program to handle compressed audio files. A detailed list of Internet sound players is available at http://www.comlab.ox.ac.uk/archive/audio.html under "Software." Some popular sources of English language broadcast materials are available at http://www.vradio.com and http://www.radiospace.com/index.html. Internet broadcasts can be used essentially the same way as audio tapes in classrooms. If you have high-tech facilities, Internet broadcasts can also be used in conjunction with speech analysis software. Lambacher (1996) has hinted at some of the possibilities starting to emerge with audio technologies.

Since it can take hours to download broadcasts from a popular site with a standard 28.8 bps connection, Internet radio use has its drawbacks. Those living within receiving range of foreign broadcasts may find it cheaper to use AM/FM or shortwave material. As access speeds increase and audio compression technology advances, however, digital Internet broadcasts are likely to become more common.

Conversation

Today Internet users can engage in "keyboard chats" across the world and respond to others in real time via what is known as Internet Relay Chat (IRC). IRC can be likened to a cross between a telex and ham radio. There are thousands of IRC channels, covering topics from anime and automobiles to zines and zoology. A complete list of IRC channels is available at http://www.irchelp.org. Useful information about IRC setup and commands can be found at http://www.sar.usf.edu/~paulino/html/ircstart.html. Though it is possible to telnet into some IRC servers, using a special IRC program is often easier. The most popular Windows IRC program is mIRC, which is available at http:www.generationsis.com/jirc.htm. The most popular program for the Mac is Icicle.

To use Internet Relay Chat, you need to connect to a special computer (known as an "IRC server"). A list of IRC servers is available at http:www.inforamp.net/~netwits/Digicafe/irclist.html. There are at least sixteen IRC servers in Japan. The oldest is located at endo.wide.ad.jp at port 6667 (Rose, 1995). After connecting to this server, type /#irchelp for online guidance.

Some servers are only active during certain times of the day. Moreover, different IRC servers have slightly different configurations, so incompatibility problems with some IRC software may arise. Before connecting to an IRC server, it is wise to find out what software the IRC server uses, when it is up, and what the rules are. Most large servers have this information posted on their Web pages.

A good example of IRC use for children and young teens is the Kidlink Project. Shuji Ozeki of Chubu University has also started using IRC with his EFL students. For details about his project, the best thing to is join a jaltchat IRC conference. These conferences are held periodically and are announced in advance on jaltcall.

If your computer has a microphone and a speaker, you can converse via a program such as Quarterdeck Web Talk. Those with digital video cameras might also consider using programs such as CU-See-Me. Recently Schoolnet Japan, a group of educators interested in technology, established a CU-See-Me project between high schools in Japan, Asia, North America, and Europe. Masako Furui, the project leader, remarked, "The time zone difference was a problem with some schools, but having students see each other as they talked was positive." A description of their program is available at http://www.tokai-ic.or.jp/Schoolnet/incoming/CUSM/index.html.

Some programs now offer actual video/voice contact, or "Internet teleconferencing," enabling users to bypass the keyboard. Information about these programs is available at http://www.lightning.net/www/wwwfaq.html.

Conclusion

This article has shown some of ways the Internet is entering classrooms in Japan. Despite some promising examples of this technology, only a small percentage of classrooms today have online access (WIDE Project,1996). The cost of wiring schools and the lack of widespread teacher computer literacy are two obstacles yet to be surmounted. In addition, more extensive research about the benefits of Internet connectivity is also needed, since much of the hype about the Internet has yet to be substantiated.

For further classroom ideas about Internet use, I recommend Steen's "Teaching with the Internet: Putting Teachers before Technology" (1997). The final article in this Internet series in The Language Teacher mentions more resources.

Asano T. (1996). Intaanetto no shikumi [The structure of the Internet] (Rev. ed.). Tokyo: Shijutsu Hyouronka.

Dai Ichi Houki Shuppan (Eds.). (1990). Shin kyouiku daijiten [New pocket encyclopedia of education]. (Vol. 3, pp. 314-320).

Frizler, K. (1995). The Internet as an educational tool in ESOL writing instruction. Available: http://thecity.sfsu.edu/%7Efunweb/thesis.htm.

Fujita, M. (1996). Intaanetto wo tsukatta jugyou [Online classrooms]. Yunikoon Jaanaru [Unicorn Journal]. Tokyo: Buneidou Press. (No. 34, pp. 10-13).

Furui, M. (1996). Koukou eigo no jugyou de intaanetto no riyou daiappu kara wenyousen e [Using the Internet in high school english classes: From dial-up to dedicated line]. Onrain Katsudou Houkoku [Report of Online Activities] Vol. 1. Available: http://www.tokai-ic.or.jp/Schoolnet/report1/index2.html.

Gardner, T. (1995). MOO teacher's tip sheet. Available: http://www.daedalus.com/net/MOOTIPS.html.

Gebala, B. (1996). The diary project: Kids' diary entries from around the world. Available: http://www.well.com/user/diary/.

Guest, M. (1995). Interview with a cat: The computer MOO and ESL. Learner to Learner. 3(3). Available: http://www.hunter.cuny.edu/ieli/pozzo.html.

Haynes, C. & J.R. Holemvik. (1997). High wired: Negotiating the tight/trope of educational moos. Ann Arbor: University of Michigan Press.

Higgins, J. (1996). What is hypertext? Available: http://www.stir.ac.uk/epd/celt/staff/higdox/hypertxt.htm.

Kimball, J. (1996). Teaching and learning resources. Available: http://interserver.miyazaki-med.ac.jp/~Kimball/tchng.html.

Kitao, K. & K. Kitao. (1988). Writing English paragraphs. Tokyo: Eishosha.

Kusamoto, H. (1988). JUNET no rekishi to JUNET no genzai [The history and present status of JUNET]. JUNET no Tebiki [The JUNET Handbook]. Available: http://mary.phy.hokudai.ac.jp/News/Junet/Junet1.txt.

Lambacher, S. (1996). Using electronic feedback to teach English segmentals. The Language Teacher. 20(8). 22-27.

Minami, N. (1996). Noriko Minami & her students. Available: http://asano2.t.soka.ac.jp./~minami/semi.html.

Murai, J. (1995). Intaanetto [The Internet]. Tokyo: Iwanami Shoten.

Nihon Joho Shori Kaihatsu Kyokai (Ed.). (1996). Johoka hakusho: Jidai wo kaeru nettowakku no nami [White paper on informatics: The changing age of network surfing]. Tokyo: CA Konpyuuta Eege Inc.

Ray, R. (1995). Rodney Ray's Internet based project. Available: http//langue.hyper.chubu.ac.jp:80/jalt/features/ray.html.

Robb, T. (1996). E-mail key pals for language fluency. Available: http://www.kyoto-su.ac.jp:10080/people/teacher/trobb/keypals.html.

Roffey, C. (1995). Electronic books: Fad or future? Learning. 23(6). 88-90.

Rose, H. (1995). IRC-FAQ. (Ver. 1.53). Available: ftp.kei.com:/pub/irc/alt-irc-faq.

Sagliano, J., & Isbell, K.(1996). Computer-assisted project-based research writing. Available: http://www.miyazaki-mic.ac.jp/classes/englishIII/index.html.

Sanders, G. (1995). Culture Magazine. Available: http://www.u-shizuoka-ken.ac.jp/~glenn/reading/.

Steen, D. (1997). Teaching with the internet: Putting teachers before technology. [Was available at http://commerce.mindspring.com/www.respress.com/orderform.htm in Dec. 1996. This URL is no longer active].

WIDE Project (Eds.). (1996). Intaanetto sanka no tebiki [How to use the Internet]. Tokyo: Kyoritsu Shuppan.

Tim Newfields is a lecturer at the Tokai University College of Marine Science and editor of the JALT Teacher Education and Video N-SIG Web pages. He can be reached at 1-5-7 Kusangi, Shimizu-shi, Shizuoka-ken 424 JAPAN til March 1998. Fax: (h) +81 (543) 48 6613. e-mail: tn@gol.com

Special thanks to the author for formatting this article.

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