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In the previous issue, I discussed the necessity of creating online materials that are more than just drill-based vocabulary and grammar activities. I suggested developing more task-based lessons supported by current methodological principals of language teaching that can utilize the online format in such a way that it increases the opportunities for meaningful language learning, interaction and negotiation. Therefore, I explained briefly the notions of communication and negotiation, and the different types of tasks (i.e., instructional tasks and real world tasks; instructional, or pedagogical tasks being more similar to scaffolding tasks that would build upon each other and, if completed, would give learners practice at skills that could help them accomplish the real world task or target tasks). Now, I will look at some current methodological principals and apply a few of them to a lesson plan that utilizes the Internet and Computer Mediated Communication (CMC).

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