Cyber resources for language education: Accessing and using Web-based target language materials

New millennium educators are challenged to provide language learners with authentic language input and effective instructional materials. The Internet offers a wide range of language teaching materials (LTM) such as quizzes, lesson plans and activities, as well as authentic target language materials (ATLM). ATLMs are print and multimedia texts and communications (e.g., stories, films, advertisements, and songs) by native speakers for native speakers (Bermejo, 2000). This study compared how the variables---years of experience, ease of locating, technological knowledge, technological access, and departmental recommendations---influenced post-secondary language teachers' use of Web-based LTMs and ATLMs. The sample included instructors of English for Speakers of Other Languages (ESOL), Commonly Taught Languages (CTL) and Less Commonly Taught Languages (LCTL).; A negative correlation occurred between ESOL instructors' hours of Web use and access to the Web. Positive correlations were found between LCTL teachers' hours of Web use and ease of locating materials, technological knowledge and Web access. These results indicate that several factors influence language teachers' adoption of Internet-based materials. These findings could help determine which factors should be studied further in language-specific and language learning area contexts.; This study also examined preliminary data on how these language educators integrate Web-based materials into their instruction. Across groups, most of the participants reported using LTMs and ATLMs to teach reading. Many ESOL participants in this sample reported using Internet-based materials to teach writing, speaking, vocabulary and pronunciation whereas more CTL and LCTL participants reported using Web-based materials to teach culture. Another preliminary section identified some instructional resources that could help language instructors find and use Web-based materials more effectively and efficiently. Language teachers across groups expressed interest in annotated lists of language education websites. Furthermore, many of the CTL and LCTL participants would consider instructional websites useful. These findings suggest a need for further research on how teachers integrate Internet-based materials into instruction and how professional development resources could enhance teachers' use of Web-based materials.; The results of this study could be used to inform technology integration in language curriculum and instruction and language teacher preparation.