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American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11 PAGES: 64-72 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

 

 

 

 

 

 

 

 

ABSTRACT 

In this article it is informed about the basic skillset needed for effective use of the Internet with students and take a 

closer look at the process for introducing the Internet into teaching foreign languages, find evaluated and decided on 

a collection of  web pages which teachers want to use as part of teaching. 

 

KEYWORDS 

Printed pages, Internet connection, computer lab, ELT websites, authentic sites, Search engines; 

INTRODUCTION

Using websites is one of the easiest and least stressful 

ways of getting started with technology in the 

classroom. There is a large and constantly expanding 

collection of resources on the web, at a variety of levels 

and covering an amazing array of topics. You can 

choose from authentic (written for Internet surfers in 

general) sources or ELT-specific sites (made by, and 

for, teachers), monolingual or multilingual sites, sites 

with multimedia, or just simple text, for those on 

slower connections. 

  Research Article 

 

USING WEBSITES IN LANGUAGE TEACHING 
 

Submission Date: November 05, 2022, Accepted Date:  November 15, 2022,  

Published Date: November 22, 2022  

Crossref doi: https://doi.org/10.37547/ajps/Volume02Issue11-09 

 

 

Abdullaeva Shakhlo Sayfievna 
The Teacher Of Foreign Languages Department Karshi Engineering Economic Institute, Uzbekistan 

  

 

Journal Website: 

https://theusajournals.

com/index.php/ajps 

Copyright: Original 

content from this work 

may be used under the 

terms of the creative 

commons attributes 

4.0 licence. 

 

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Volume 02 Issue 11-2022 65 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11 PAGES: 64-72 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

The web is a source of content which can be used as a 

window on the wider world outside your class, and is - 

of course - a readily available set of authentic material. 

As such, it is a much larger repository of content than 

would previously have been readily available to you 

and your students. 

Perhaps one of the best tips we can give you at this 

point is to work as a team with other teachers in your 

centre. Everybody has their favourite websites, and 

plenty of teachers will, at some point, have used 

websites in class, or taken material from the web and 

adapted it for teaching purposes. Take the time to 

share sources of content with other teachers and 

organize regular get-togethers where you sit down and 

discuss what you have found on the Internet and how 

you have used it in class. Collaboration like this can help 

to reduce the time you spend searching for good 

materials and the time spent preparing activities or 

making worksheets. Just as the Internet is becoming 

more of a collaborative medium, so should your use of 

it in your teaching. 

The technology needed to use the Internet for 

teaching is relatively limited and the chances of 

something going wrong are greatly reduced over more 

complex technology approaches such as attempting to 

carry out live chat or video-conferencing sessions. 

Another advantage of this tool is that you don't 

necessarily have to rely on a constant Internet 

connection if you bear in mind that it is possible to save 

local copies of websites on your computer, or print out 

potentially useful pages for later use. Indeed, you can 

use web pages in the classroom in a variety of ways:  

 as printed pages, with no computers. Although 

printing is not necessarily the cheapest option, it is 

certainly a viable one in places where there may be 

limited access to the Internet. Indeed, a lot of activities 

using web pages will only necessitate the printing of 

one or two pages, which can subsequently be 

photocopied. 

 with one computer with an Internet 

connection. This can be enhanced by connecting the 

computer to a data projector or even an interactive 

whiteboard, allowing for greater visibility in class, but 

it is also possible to make use of a single computer on 

its own connected to the Internet for reference. 

 in a computer lab with a set of networked and 

connected computers. If you're lucky enough to be in 

this kind of situation, then you are ideally placed to 

incorporate Internet content into your regular 

teaching. 

It's important that both you and your learners see the 

use of the Internet as an intrinsic part of the learning 

process, rather than as an occasional activity which has 

nothing to do with their regular study programme. We 

would therefore recommend that, if you plan to use 

the Internet, you should talk to your learners and 

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Volume 02 Issue 11-2022 66 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11 PAGES: 64-72 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

explore the reasons for using this resource with them. 

This can be done at lower levels in their own language 

or in English with higher-level classes. You will need to 

talk to your learners about why Internet content may 

be useful to them and discuss their attitudes to 

technology in general- when they use computers, and 

what for. Show them how the course book and other 

materials can be enhanced by extra material from the 

Internet, but above all, make it clear that this is not a 

toy, not something that you are just using to fill in the 

time. 

With some learners there may be some resistance to 

regular computer use in, the classroom. We have often 

found, for example, that professional people view 

computers as work tools rather than as resources for 

learning. It is vital that they appreciate that this is a 

useful, as well as an entertaining, tool in the classroom 

and that it can contribute to their language 

development in a variety of ways, for example by 

giving them the opportunity to build vocabulary or 

improve their listening skills. Lower-level classes can be 

engaged with visual and multimedia materials, the use 

of songs and other video materials. 

ELT websites or authentic websites? Your choice of 

website will depend largely on what you want to 

achieve with it. Many teachers tend to steer clear of 

authentic websites, and by this we mean any site not 

created with the language learner in mind, believing 

that their students will find them too difficult. But, as 

with all authentic materials, the level and language 

challenges posed by these sites can be largely 

mitigated by the type of task you expect your learners 

to carry out. 

A well-designed task will allow your learners to deal 

with authentic sites, guiding them through not only the 

text, but also the layout and navigation problems that 

may otherwise impact on their learning experience. 

It is also the case that many learners these days are far 

more used to working with computer-based text and 

information than they are to dealing with more 

traditional, paper-based forms of text and this 

familiarity with the conventions of web design can 

count in your favour when deciding to use authentic 

content from the Internet. 

Authentic sites, on the other hand, can be chosen to fit 

your learners' interests. This is a key factor in keeping 

motivation high in your electronic classroom. When 

evaluating authentic sites for possible incorporation 

into your teaching, try to find ones which have an easy 

structure and navigation, and with smaller chunks of 

text per page. These will be more approach able and 

understandable. Design your tasks to make them 

achievable, and show your learners how they can use 

online dictionary sites to help them- if they need them. 

Authentic sites also provide an ideal opportunity to 

work through the issues of ‘total comprehension' that 

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Volume 02 Issue 11-2022 67 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11 PAGES: 64-72 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

plenty of learners have to deal with at some point in 

their studies. 

How to find useful websites? As already mentioned, 

the Internet is a vast repository of information and 

resources, and it is perhaps exactly this range that 

makes it seem, at first, daunting and unapproachable 

to most teachers. In the next two sections we take a 

look at how to find and evaluate resources for use in 

class. 

The ability to search through Internet content, and 

quickly and efficiently find suitable resources is 

perhaps the most underrated, and yet most useful, skill 

that both teachers and learners can acquire. 

For teachers, having good search skills means finding 

useful resources quickly, speeding up lesson planning 

and facilitating web use in class. For learners, it means 

being able to quickly accomplish web-based tasks, thus 

ensuring that the technology enhances the learning 

experience rather than impeding it. It makes sense, 

then, both to acquire these skills, and to spend some 

time sharing them with your learners. 

There are three basic ways of searching on the 

Internet, and we will briefly describe them below, and 

look at ways of making searches more targeted and 

efficient. 

 Search engines. Although there is a large variety of 

search engines, perhaps the most well-known is 

Google (www.google.com),which currently indexes 

over twelve billion web pages. 

A search engine is almost directly analogous to a 

telephone directory, or any other database of stored 

information. You search for a name or a title, and the 

directory gives you more information about that entry. 

But with over twelve billion pages to choose from, it's 

not quite as easy to use as a phone directory. So how 

do you find exactly what you want? 

The answer comes in knowing what kind of 

information Google actually has on each web page that 

it indexes. What Google knows about a page is 

generally the page address on the web, the page title, 

when it was last updated and a few key words 

associated with the content itself. These key words are 

defined by the designer of the page, and can 

reasonably be expected to accurately reflect the 

content of the page. The key to good searching in 

Google is to define your key words properly. 

The other technique which you may find useful is to use 

the 'phrase' search technique which involves wrapping 

part of a phrase in inverted commas, thus ensuring that 

Google will treat the words not as individual entities, 

but will actually look for sentences on web pages 

which contain those words in that particular order. 

Thus, instead of searching for cheap hotel in Rome, 

which can search for any or all of these words, in any 

position and order, on a page, try searching for "cheap 

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Volume 02 Issue 11-2022 68 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11 PAGES: 64-72 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

hotel in Rome" as part of a phrase you might expect to 

find on a web page. 

The ultimate trick with Google is to try to imagine the 

web page you are looking for, and then try to visualize 

the content that is on this ideal page. This technique 

will help you decide on exactly what to search for. 

Real language searches. A real language search such as 

Ask (www.ask.com) allows the user to type simple 

questions as search queries. Thus our learner who is 

investigating the life and times of Shakira types 

something along the lines of “When was Shakira 

born?” instead of a selection of appropriate key words. 

Note that the website does not actually analyse or 

indeed understand the question itself but rather 

selects the keywords from the query and constructs a 

search based on them. 

A search on Ask should give you a results page with the 

answer to your question at the top (where Ask has 

been able to find a direct answer), and links to relevant 

sites below that. 

Your choice of search facility will depend on how you 

like to work, and which site you find particularly 

attractive and useful. However, it is worth taking the 

time to play with all three and to spend some time 

exploring them with your learners. Learners can 

benefit from an exposure to all three types, as they 

activate different linguistic and mental processes. 

Keywords are good for exploring word relationships 

and lexical areas. Subject searches help define and 

refine ideas and contexts. A real search can provide 

useful practice in question formation. 

A simple way of introducing the topic of searching the 

Internet in class is to produce a trivia quiz or short 

'treasure hunt' type activity for your learners to do. 

Give them a set of questions and allow them to use all 

three search pages to find the answers. Make it into a 

timed quiz, with the first team to finish bringing the 

activity to an end. Then go over the answers and help 

them to see how to improve their search skills. 

It is at this point that you can examine which search 

page was used in each case, if it was the appropriate 

choice, and work together as a group to extrapolate 

general conclusions about search techniques. 

Sample treasure hunt. Use your search skills to find this 

Information: 

• The name of the president of the World Bank. 

• The capital of Scotland. 

• The country that won the 1986 FIFA World Cup. 

• The author of “Of Mice and Men”. 

• Nationality of the architect of “La Pedrera”. 

• The director of the movie, North by Northwest. 

In this example we can see how a variety of approaches 

would be possible- and how these might lead to a 

useful discussion on search skills, as well as some basic 

language work, on question formation, for example. 

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Volume 02 Issue 11-2022 69 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11 PAGES: 64-72 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

The first search encourages the use of Google and the 

'part of a sentence' approach discussed above, with 

perhaps the best search term being" ls the president of 

the World Bank", while the second one might work 

nicely as a real language search, with learners coming 

up with the question “What's the capital of Scotland?” 

The third search involves reformulation to be 

successful, perhaps “Who won the 1986 FIFA World 

Cup?” These are the skills which are the basis of many 

of the activities you will do on the Internet, so it is 

worth spending sometime refining them and 

examining them a little more closely. 

It is also worth considering specialist sites as a source 

of information. Teach yourself and your learners to 

think a little more laterally. For example, any queries 

related to movies might be better directed to the 

Internet Movie Database (wwwimdb.com) than a 

search engine. Similarly, book information can be easily 

found on the Amazon site (www.amazon. com), and 

football World Cup information on the FIFA site 

(www.fifa.com). 

Variations on this treasure hunt activity include 

learners then making a quiz for another team to do. 

They must be able to find the answers themselves 

before they hand over the task to the other team. Or 

the whole class could make a quiz for you, the teacher, 

to do as homework! This can be a highly motivating 

task for learners, as they pit themselves and their 

Internet skills against the teacher's. 

There are also subject-or media-specific search sites 

which are worth having a quick look at, though do bear 

in mind that much of what you find on media search 

sites will be subject to copyright, so please check the 

terms of use before including anything in any materials 

you might make. You might like to try the following to 

get started: 

• http://images.google.com/- Google image search, 

allows you to search an enormous collection of 

images in various formats. A good place to start 

looking for illustrations for worksheets, teaching 

materials, projects or presentations. 

• http://froogle.google.com/ - Google shopping 

search, gives you access to comparative shopping 

results for products. Use this to find products you 

are interested in, read reviews and find the best 

prices. 

• http://video.search.yahoo.com/ - Yahoo! video 

search allows you to search a large database of 

online video material by keyword or category. Ideal 

if you want to demonstrate something in a more 

lively way, for music videos and other multimedia 

classes. 

You may also like to try one of the Meta search sites. 

These are sites which search more than one search 

engine at the same time, giving you, for example, the 

ability to search Yahoo!, Google and Ask from one 

single page. Examples include: 

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Volume 02 Issue 11-2022 70 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11 PAGES: 64-72 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

 http://www.dogpile.com/ - Dogpile. 

 http://www.kartoo.com/ - KartOO. 

 http://www.mamma.com/ - Mamma. 

You will, of course, get far more results than if you 

simply used one single search engine, but you will also 

get a sense of balance from a meta search engine, as 

the results come from a variety of sources using a 

variety of search techniques. You will tend to get a 

more rounded view of what is out there on the 

Internet. Concentrating on the first couple of pages of 

results will help reduce the potentially overwhelming 

quantity of data returned. 

How to evaluate websites? Having found potentially 

useful websites, the next step is to evaluate how useful 

and appropriate they are for the classroom. You will 

also need to think about the aims and objectives of 

your lesson. Does the website you have found fit in 

with these, and does it enhance and complement the 

other materials and activities you have planned for the 

class? Sometimes the Internet content will be the core 

of a particular lesson but at other times it will merely 

serve as a jumping-off point into something more 

closely related to a particular course book theme or 

unit, or be a source of extra material to follow up on 

the core classroom content. There are various standard 

criteria for judging websites which can serve as a 

starting point for your evaluation: 

1 Accuracy: 

 Who wrote the page? Is this person an expert 

in the subject matter? Check qualifications, experience 

- look for an “about me” link. 

 Is the page content reliable and factually 

correct? Cross-reference with other similar websites 

and encyclopedias. 

2 Currency: 

 Is the content up-to-date? Check factual 

information against other reliable sources. 

 When was the page last updated? Check for 

information at the bottom / top of the page. 

3 Content: 

 Is the site interesting and stimulating? Consider 

the content from your learners' point of view. 

 Is it attractive and easy to navigate? Check the 

colour combinations, the logic of the links and visual 

structure. 

4 Functionality: 

 Does the site work well? Are there any broken 

links? Be sure to check all pages, and follow all links to 

all pages you intend to use. 

It may well be that the accuracy and currency criteria, 

both essentially factual, are not of interest to you if you 

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Volume 02 Issue 11-2022 71 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11 PAGES: 64-72 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

are working on a purely linguistic level that is planning 

a class that exploits the language of the site, rather 

than the content itself. On the other hand, accuracy 

and currency might be the most important criteria if 

learners are taking notes and interpreting information 

in preparation for producing a project. 

As far as content is concerned, note that criteria such 

as ease-of-use and interest are taken into account, but 

you may also want to consider adding a further set of 

criteria here along the lines of appropriateness. In this 

subcategory you would note which groups or levels the 

site would be suitable for and any problems you 

foresee with the site itself. 

Functionality will be a category with consequences for 

all teachers. Not only can it be very frustrating to follow 

through the content of a site to be met with broken 

links and missing information, but it can be equally 

frustrating to wait twenty minutes for a short video to 

download due to the speed of your connection. Again, 

careful preparation and investigation in the lesson 

planning stage can go a long way towards making the 

learners' experience enjoyable and trouble-free. 

However, you evaluate the usefulness of the websites 

you find, make sure that you keep a record of the 

content and address so that you begin to build up a 

large stock of evaluated sites. 

Web teaching dos and don'ts. Planning carefully and 

adopting a structured approach to the way you use 

websites in the classroom should give you the 

confidence to try out different ways of introducing 

your learners to Internet content. 

Most of the time you will be using websites to provide 

your learners with knowledge and content which they 

perhaps do not know or would normally not have 

access to, or to supplement more traditional course 

materials. This can be highly motivating for them, 

leading to more language production and a higher 

stake in the success of the class. 

It is worth bearing in mind that it is not necessarily the 

'all-singing, all-dancing' websites – ones with a lot of 

animation, video, audio or other multimedia content- 

which will be of most interest or use in your 

classrooms. Don't discount simple text-based websites 

which might be very beneficial in your own context. 

Apart from anything else, they are less likely to 

malfunction or cause problems when you go to use 

them. 

However, having said all this, things can and 

sometimes do go wrong. To round off this article, here 

are a few considerations and some contingency plans: 

 Whenever you use technology you should 

always have a backup plan in place. There might be 

times when the websites are down, or the computers 

crash or, worse still, the electricity goes off. So be 

prepared. 

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Volume 02 Issue 11-2022 72 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11 PAGES: 64-72 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

  Use the knowledge of other teachers and of 

your learners to help you with the technical side of the 

lesson. We often team teach with less experienced 

teachers, taking care of the small technical problems 

which occasionally arise, and leaving them free to 

enjoy the technology and to teach. Asking tech-savvy 

learners to assist takes the pressure off you and also 

gives them some investment in the successful outcome 

of the class. 

 If it's a lesson that involves relatively few web 

pages, try saving them to your computer hard disk. 

From Internet Explorer, choose 'File..."Save As...' then 

give the file a name and make sure the 'Web Page, 

complete' option is selected. This will save the web 

page and all its images and you'll be able to open the 

page seven if the connection goes down. You could 

even go so far as to print them out. 

Bearing in mind all these suggestions – and taking into 

account the successful combination of these 

searching, evaluating and planning skills- you should 

now be in a position to fully explore the web with your 

learners. 

In summary, consider the difference between EFL-

related and authentic websites, look at how to find 

websites using different types of search engine, 

consider how to evaluate a website for classroom use, 

look at lesson planning using Internet resources, at 

both higher and lower levels and provide a list of 

Internet teaching dos and don'ts. 

REFERENCES 

1. Gavin Dudeney and Nicky Hockly How to teach 

English with technology? Pearson Education 

Limited 2007pp. 160-172 

2. Brown, H. Douglas. 1994. Teaching by Principles: 

An Interactive Approach to Language Pedagogy. 

Englewood Cliffs, NJ: Prentice Hall. 

3. Celce-Murcia, M., and S. Hilles. Techniques and 

Resources in Teaching Grammar. New York: Oxford 

University Press. 1988, pp 76-96 

4. Widdowson, H. Teaching language as 

communication. Oxford: Oxford University Press. 

1978.  pp.126-132 

5. Roy, A. (2019). Technology in Teaching and 

Learning. International Journal of Innovation 

Education and Research, 7, 414-422.  

6. Dudeny, G. and Hocky, N. (2008). How to Teach 

English with Technology. London: Longman. 

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