A taxonomy of Internet‐based technologies integrated in language curricula

As Rushby (2005) observes, a new constructivist learning paradigm for the varioususes of Internet-based technologies (IBT) and environments is emerging. IBT haveevolved and been applied to language learning for almost 2 decades. However,research and scholarly discussions that provide a reliable taxonomy of IBT integratedinto language curricula that would enable language teachers and learners to quicklygrasp the nature and the huge variety of IBT have been lacking. To cope with theseemingly intractable legion of IBT applications, a novel taxonomy that categorisesIBT applied to language learning into three types has been developed. Based on differencesin locus of control, such IBT applications were classified as: (1) those integratingcomputer-mediated communication (CMC) tools; (2) those integratinglearning management systems (LMS); and (3) those integrating Computer-AssistedLanguage Learning (CALL) programs into language curricula. This novel taxonomywas tentatively tested with students taking a media technology course for its validity.The students found it interesting as well as illuminating, although questions also arisein regard to the inclusion of new IBT programmes such as interactive blog andYouTube.