attend classes, and provides delivery medium, content provider, and subject matter in one package McManus, 1995.
Moreover, Heizer et al. in their article published on January 2009 claims that Web-based Instruction improves teaching and learning Heizer,
Render and Watson, 2009. Furthermore, with a variety of hyperlinked multimedia documents and computer-mediated communication CMC tools,
the Web can support language teachers to integrate Web resources into the language classroom Son, 2008. It can be also a virtual library that has a
huge amount of information valuable to English as a second language ESL teaching. In addition, Web-based Instruction has the potential to increase
learner motivation and engage learners in culturally authentic and highly interactive language experience Son, 2008.
Furthermore, in web-based instruction, student control and responsibility optimizes learning and makes it more effective McGarth,
1998. In a well designed web-based course students can be more successful than they would be in a classroom setting Schutle, 1997; Tucker, 2000.
Many studies to date have demonstrated similarities between the effectiveness of web based instruction and traditional instruction Tucker, 2000, as support
provided by the web increases the quality of instruction and enriches the content. Hence, the individual is able to explore the subject matter in the
range and depth she wishes to learn that is appropriate to herhis learning capacity.
c. Websites a The Nature
Before understanding what websites are, it is better to understand the basic of the websites called hypertext. A hypertext is a computer-based
text which can be read on the screen. It is a kind of information environment in which textual materials and ideas are linked to one another
in multiple ways. Hypertext is also a network of links between words, ideas and sources, one that has neither a centre nor an end. Currently, the
most common hypertext is the World Wide Web WWW which represents diverse textual genres and subject domains Spires Estes in
Chen, 2002. When we use the term the World Wide Web, we are really
referring to the millions of Web pages that are posted for others to see. These pages are as different as the people who create them. Some contain
graphics, audio or visual files, and animation. Other pages are clean and sparse. All are characterized by allowing us the opportunity to interact
with information. When there are related Web pages, we refer to them as a Web site. Each Web site has an index, an introductory page that is similar
to a table of contents and leads the reader to move more deeply into the Web site.
b A Good Website
Obviously, there are many educational web sites provided in online network. However, not all websites are well made. A good website must
follow some criteria so that a website is determined as a good one or not. Lever-Duffy and McDonald 2009 propose some criteria that can be used
to decide whether an educational website is a well made website or vice versa. Those criteria are:
a. The design should be well organized and logical. b. The site should be easy to navigate.
c. The website should have the appropriate authority and provide
meaningful information. d. The website should free from bias.
e. The website should clearly cite the source
Roblyer and Doering 2010 also propose a set of criteria of a good website. They suggest that a good educational website should have:
a. Good structure and organization b. Clear text andor graphic links
c. Good visual design d. Easy navigation
d. Developing Own Website
Although using previously made activities is tempting, there are many advantages to creating your own interactive language learning activities for
the Web. These advantages include accessibility, renewability, and adaptability.
o Accessibility: By putting course material on the Web, teachers provide students with 24-hour, independent access to course
information, and updates to Web pages and new assignments are immediately available to students.
