This presentation depicts the experience of integrating web-based technology in an ESL module in a Hong Kong teacher training college. The use of these tools facilitates the process of language acquisition, namely through increased interaction between not only teachers and students but also more collaboration between learners. The case study shows that students have responded well to technology enhanced learning and consequently gained a better understanding of the course content. Students were also more motivated in completing the module.
[Copyright © 2009 The Association for Advancement of Computing in Education.]

This presentation describes the College_Asia project, where undergraduate ESL students from Hong Kong, Japan, Indonesia and Thailand uploaded photos on Flickr.com and commented on each other's photos and postings. This practice can be used as generating ideas/topics for class discussions as well as to provide a platform for students to use English in authentic situations. Based on students' response to a questionnaire survey of the College_Asia project, it is concluded that the project has a lot of potential in improving learner motivation and possibilities of international collaboration in English language classrooms.
[Copyright © 2009 The Association for Advancement of Computing in Education.]

This paper aims at discussing the effectiveness of the College_Asia project, which involved EFL students from Indonesia, Japan, Thailand and Hong Kong. Participants were asked to upload their photos on Flickr.com with the purpose of drawing attention and arousing curiosity. They then made acquaintance with students from the partner universities, commenting on each other's photos and postings. This practice generated topics for class discussions and provided a platform for students to use English in authentic situations. The paper concludes that the project has a lot of potential in improving learner motivation and possibilities of international collaboration in English language classrooms.

As a result of this project, this chapter concludes that podcasts have a lot of potential, not only as an integrative and supplementary learning tool, but also as a powerful generator of knowledge, which encourages active learning – a view shared by Sturgis (2008).
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