A taxonomy of Internet-based technologies integrated in language curricula

Introduction As Rushby (2005) observes, a new constructivist learning paradigm for the various uses of Internet-based technologies (IBT) and environments is emerging. IBT have evolved and been applied to language learning for almost 2 decades. However, research and scholarly discussions that provide a reliable taxonomy of IBT integrated into language curricula that would enable language teachers and learners to quickly grasp the nature and the huge variety of IBT have been lacking. To cope with the seemingly intractable legion of IBT applications, a novel taxonomy that categorises IBT applied to language learning into three types has been developed. Based on differences in locus of control, such IBT applications were classified as: (1) those integrating computer-mediated communication (CMC) tools; (2) those integrating learning management systems (LMS); and (3) those integrating Computer-Assisted Language Learning (CALL) programs into language curricula. This novel taxonomy was tentatively tested with students taking a media technology course for its validity. The students found it interesting as well as illuminating, although questions also arise in regard to the inclusion of new IBT programmes such as interactive blog and YouTube.