2.An Electronic Literacy Approach to Network-Based Language Teaching.

2. An Electronic Literacy Approach to Network-Based Language Teaching.
Shetzer, H., & Warschauer, M. (2000). An electronic literacy approach to network-based language teaching. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 171-185). New York: Cambridge University Press.

In chapter 8, Heidi Shetzer and Mark Warschauer present a theoretical framework for the development of electronic literacy. They argue that, in an ever increasing technological society, an electronic literacy approach to NBLT implies two pedagogical objectives: "how to use information technology in order to teach language" and "how to teach language so that learners can make effective use of information technology" (p. 172). The study raises the following questions:
- how teachers should make the best use of online opportunities to maximize language study and practice while helping students develop electronic literacy skills.
- What strategies for communicating and networking should students be taught?
- What goals should language teachers aim for and what kind of on-line projects could students carry out to accomplish those goals?
- Which are the most crucial electronic resources and tools that teachers should learn so that they can teach them to their students?
- How can teachers encourage students to become autonomous learners who can continue to learn how to communicate, conduct research, and present their ideas effectively using information technology beyond the confines of the class or the semester?

The three main areas were observed (i.e., communication, construction, and research) in the development of electronic literacy framework for classroom application. They suggest skills and activities that allow for flexibility depending on the technologies available in a particular context. Finally, they propose research implications, which involve collaboration among teachers, students, and researchers, as well as the use of the electronic medium, to investigate and reflect critically on specific electronic literacy practices.

Relevance: The electronic literacy and English literacy is now closely related as students need to acquire both skills in order to achieve the academic and professional expectations. As ESL and EFL classrooms are integrating the technology to meet learners’ expectations, the areas of electronic literacy should be paid more attention by teachers and educators. In order to provide students more opportunities to gain modern literacy, the three main areas mentioned above should be paid more attention in EFL instruction. Modern language teacher should aware of the importance of the technology skills which can afford the development of learners’ language proficiency. EFL Students should have ample language practice via electronic medium to enhance the ability of electronic communication. However, research has reported that many EFL classrooms have not made the most of technology nor incorporated a decent electronic literacy framework in the instruction. Therefore, I am going to use the frameworks proposed by Shetzer and Warschauer to investigate the technology implication in tertiary EFL classrooms in Thai context and expect to provide theoretical perspectives on the future use of technology in EFL instruction.