As we discussed in earlier posts, it is crucial for students to engage in as much English communication practice as possible. Ideally, around 80% of classroom time should be dedicated to this practice. Given the limited minutes available in class, it’s essential to not only maximize these moments but also to encourage students to recognize opportunities for practicing English outside the classroom.
The Internet offers numerous chances for practice. Computer-Assisted Language Learning (CALL) has existed since the 1960s, initially focusing on learning rather than acquisition. However, advancements in technology have significantly enhanced our resources. With the Internet and the prevalence of mobile devices, learners now have immediate access to authentic contexts that facilitate English acquisition.
Since English is the predominant language online, many students with internet access are already engaging in subconscious language acquisition, which research indicates is often more effective than conscious learning (Jarvis & Krashen, 2014). Recent studies by Jarvis and Krashen (2014) on Thai and Arabic-speaking undergraduate students revealed that these learners frequently use English online for social interactions and information gathering for both academic and personal purposes. Specifically, 67% of students used English for messaging, 87% engaged with English on Facebook and Instagram, 92% watched YouTube videos in English, and 96% participated in online gaming using English.
These findings illustrate the various ways learners are listening, speaking, reading, and writing in English while online. Authentic communication in English is just a click away.
You’re a smart Banana! *sticks gold star on your forehead*
Teacher Lizzy 
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