Introduction
“The Internet has been increasingly considered as a pedagogical tool by which one can create innovative language experiences for L2 teachers and learners” (Lee, 1997). There are many technology tools which can be used in the ESL classes to improve students’ both English and technology skills. The World Wide Web has become an established tool for language learning and teaching (Susser & Robb, 2004; Warschauer, 2005). Soska (1994) points out that educational technology can help ESL learners develop speaking, reading, and writing skills.
There are some language learning theories applied in this topic. The first theory is behaviourist theory. According to James Hartley (1998) four key principles come to the fore in terms of learning which are; 1) activity is important, 2) repetition, generalization and discrimination are important notions, 3) reinforcement is the cardinal motivator and 4) learning is helped when objectives are clear. The second theory involved is cognitive theory. James Hartley (1998) claimed that 'Learning results from inferences, expectations and making connections. Instead of acquiring habits, learners acquire plans and strategies, and prior knowledge is important' (1998: 18).
The third theory engaged is constructivist theory. While reading is a very important learning mode, not all students learn effectively from reading. This theory states that learning is an active process of creating meaning from different experiences. In other words, students will learn best by trying to make sense of something on their own with the teacher as a guide to help them along the way. In Vygostsky's theory on constructivism, knowledge leads to further cognitive development. The dependent variable that is being focused on is students’ reading skills whereas the independent variable is effectiveness of ESL Websites.
Content
Liu, M., Traphagan, T., Huh, J., et al. (2008) claimed that there were three main important issues to consider for designing ESL sites. Increasing usability of an ESL Website can lead to a more positive user experience and ultimately increase learning outcomes. Whereas Hongqin Z. (2008) stated that Chinese students who are serious about learning English for the purpose of real communication appear ready to try something new. Thus, teachers and school administrators must experiment to find appropriate and useful ways to motivate students to learn English through novel applications of the Internet (Zhao, 2003).
Pinar KASAPOGLU-AKYOL (2010) mentioned that ESL students believe by using technology, especially educational technology tools helps them to improve their both language, communication skills and learn more about writing, reading, speaking and listening skills. Therefore, using educational technology tools will help both to the students and teachers to be more successful, efficient and practical people in their lives. On the other hand, Hanita Hassan & Noraini Daut (2011) claimed that teachers could use some list as a way to vary their teaching and finding suitable language learning websites to be used by the students. Hence, with the interactivity provided in the websites, learners could now learn language in a fun way.
Last but not least, Shiao C.K. (2005) stated that many EFL students do not use websites in their language learning process. They need to be guided in using and finding useful resources. As a result, teachers should help them acquire skills and continue to look for innovative ways to use technology to enrich the learning experience of their students.
Personally, I think all of the researches were well conducted. Each elements of the research were well presented and clearly affirmed. There is only one suggestion that need to be considered which is some of the researches did not stated their research objectives. Thus this can make it a bit hard to examine the study. Nevertheless, as what can be seen, there are few parallels in the findings of the research.
Conclusion
In Malaysia
Melor (2007) stated in her findings that using ICT has many benefits to language teaching and learning. According to research done by Melor Md. Yunus, Harwati Hashim, Kamaruzaman Jusoff, Norazah Mohd Nordin, Ruhizan M Yasin & Saemah Rahman (2010), one of the respondents claimed that,
“…for reading skills the courseware are provided with text where learners can read the text and answer the questions based on the text given and then answer the question,…also communication skills as well and pronunciation and other skills.” (Cik Arissa).
The key aspect to reading fluency is the expansion of vocabulary through the use of word play, puzzles, etc (Hesham Suleiman Alyousef, 2005). Thus ESL websites are potentially powerful learning resources to an unlimited number of ESL learners. Jeong B. S. (2008) claimed that the effectiveness of Websites can be achieved in terms of its ability to elaborate upon language skills taught in classrooms.
Probably, it could overcome the current problem faced by the country which is the deterioration of the level of English language proficiency among Malaysian students. It could also be a possible suggestion in helping the students to improve their English language level of proficiency and to empower the teaching and learning of English language since the teaching of Mathematics and Science (ETeMS) will revert to Bahasa Malaysia
Hanita Hassan & Noraida Daut (2011). The Criteria of Language Learning Website.
Retrieved February 28, 2011 from
Hongqin Z.(2008). Using the Internet to Improve Through Reading
Communicative Purposes. Retrieved 28 February, 2011 from
Liu, M., Traphagan, T., Huh, J., et al. (2008). Designing Web Sites for ESL Learners: A
Usability Testing Study. Retrieved February 28, 2011 from
Pinar KASAPOGLU-AKYOL(2010). Using Educational Technology Tools to Improve
Language and Communication Skills of ESL Students. Novitas-ROYAL
(Researchon Youth and Language), 4(2), 225-241. Retrieved 28 February, 2011 from
Shiao C.K. (2005). Guiding EFL Learners in The Use of Web Resources. GEMA Online
Journal Of Language Studies, 5. Retrieved February 28, 2011 from
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