This volume is about the applications of networked multimedia to teaching English as a second/foreign language (TESL/TEFL) or teaching English to speakers of other languages (TESOL). “e-TESOL” is generated and adopted as the title of the book because “e” is nowadays frequently prefixed to many words or terms to represent the integration of information technology (IT) to specific expressions or concepts, such as e-generation, e-commerce, e-trade, e-store, e-mail, e-card, e-portfolio, e-learning, e-schooling, etc. All the e’s at the beginning of the new terms refer to “electronic”—using technology, specifically the Web or telecommunications, to deliver or process specified activities. Therefore, the term of e-TESOL for this book mainly indicates teaching English as a second or foreign language through electronic technologies, especially the Internet, the Web, or the Net. Since we are in a period of rapid change—socially, politically, economically, technologically, interpersonally, environmentally, and culturally, the significance of these changes has led many educationalists to call for an “educational reformation/revolution/restructuring”. It demands a new mindset, new methods of operation, and perhaps even a new definition of education for the challenges. None of these are possible without flexibility, creativity, and imagination, and the willingness to embrace transformation. As the earth is becoming a global village, the promotion of TESOL surely cannot be excluded from this trend. As a matter of fact, many strategies or policies have been recommended and adopted by ESL/EFL teachers to catch up with the changes. With the fast development of information technology, Internet-based TESOL has been a good alternative for ESL/EFL teachers and students. Today, the popularity of the Internet and the needs of ESL/EFL learners have made the integration of the World Wide Web into TESOL not only a possibility but also a necessity. Let us consider Taiwan as an example. The Ministry of Education (MOE) has been promoting the integration of information technology to different subjects, including English, as one of the top priorities for schools. Numerous teacher-training programs are conducted to carry out this policy. Many ESL/EFL teachers are sensing the push and the pressure. However, they always humbly considered themselves “computer idiots” or e-tards (slang for someone who is ignorant of the workings of email and the Internet) because they always excuse themselves with non-technology specialists. Making excuses or not, some of them are really e-phobic and do not know how to effectively and efficiently integrate computers or the Internet into their instruction. Therefore, it is necessary to empower ESL/EFL teachers with the knowledge and skills of the Internet technology for successful implementation. The primary purpose of this book is to provide, in a plain and simple style, suggestions and resources for those computer novices. This book intends to help and guide ESL/EFL teachers or students who want to facilitate teaching and learning through the Internet. Nevertheless, for better understanding, some basic knowledge about TESOL theories and practices are strongly recommended. To carry out the objectives mentioned above, practicality, feasibility, accessibility, versatility, and comprehension are the principles and guidelines for the composition of this book. The potential applications of the Internet are comprehensively covered and logically organized in different ESL/EFL skills or categories, that is, applications for oral or written communication, skills integration, and language assessment. The potential modes and tools are introduced and discussed as completely and comprehensively as possible. Most, if not all, of the models introduced in the book are workable and can readily be adopted or adapted. They are easily understood. They are available for immediate use. They are cost-effective and can be adopted with low expenditure. Those high cost applications mentioned in the book are mainly introduced as references. Most important of all, a sophisticated understanding of computers or network hardware is not required for using this book. The main body of this book is divided into ten chapters. In the first chapter, rationales for the applications of networked multimedia to TESOL are presented and explored. Nine reasons are pinpointed and discussed in this chapter. In Chapter Two, hardware and software required for successful application are introduced. Ten hardware and fifteen software requirements are listed and presented. Graphics are attached to some categories for better understanding. Chapter Three focuses on the applicable modes for ESL/EFL oral communication (listening and speaking) instruction. Nine practical and feasible tools are introduced to teachers and students. In Chapter Four, the applications of the Net to ESL/EFL written communication (reading and writing) instruction are described and explored. Five modes for ESL/EFL reading instruction and eight tools for written instruction are recommended. Chapter Five shifts the focus to the applications of the Internet to four-skills-integration (listening, speaking, reading, & writing). The implementation of content-based instruction, theme-based instruction, inquiry-based instruction, project-based learning, and collaborative/cooperative learning is separately explored and discussed. ESL/EFL assessment via the Internet is included and introduced in the sixth chapter. Computer-based testing (both adaptive and non-adaptive), online grading, online test-item generator, and electronic portfolio are dealt with in this chapter. In Chapter Seven, guidelines for screen design are presented. This chapter is intended to help those ESL/EFL teachers who want to integrate computer-based, instructional media to assist or enhance their presentations and to motivate their students. In the eighth chapter, applications of web-based TESOL are discussed. Ideas and guidelines about applying personal homepage to TESOL are recommended in this chapter. In Chapter Nine, challenges, actions, and resources for e-TESOL are presented. The Web resources introduced in this chapter are grouped under the categories of miscellany, conversation, listening, reading, writing, etc. It is hoped that ESL/EFL teachers and students can determine and identify what they need immediately and easily. The last chapter, Chapter Ten, deals with computer protection and Internet security. Several free antivirus programs, anti-Spyware software, firewalls, and password managers are introduced and recommended. Signs of Internet risks and safety tips are also pinpointed and suggested for parents and ESL/EFL teachers to promote smoother and more positive e-TESOL. In addition, several topics or questions are posed at the end of each chapter to facilitate better understanding and elicit further discussion and action. These topics or questions are all open-ended and are designed to stimulate readers’curiosity and creativity. An index is attached at the end of the book for users to explore and search for appropriate topics conveniently. Finally, the development of the Internet technology is surprisingly fast and sometimes dramatically unpredictable. Although the author has done his best to include all the potential tools and modes for e-TESOL as comprehensively as possible, there will be possibly some left out. Undoubtedly, there will be readers who would not totally accept the recommendations. The description of the applications is, as it must be, a product of the author’s personal experience and inquiry. Suggestions and correction are sincerely welcome. Readers may visit the e-TESOL blog created by the author at (http://e-tesol.blogspot.com/) to share reflections. It is strongly hoped that this volume will both inform and stimulate its readers and that it will encourage ESL/EFL teachers and students to experiment with the tools—to try them again and again, observe the consequences, make adjustments, and share the experiences. Chin-lung Wei [email protected] Taichung, Taiwan