Hello! Teachers! You are here to experiment on one of the CALL materials in the field. It is not a new or revolutionary event that language learning is associated with computers. Young students these days are familiar with computer environments, and most of them expect to learn languages by playing with computers. To meet students' trendy needs, we, teachers, need to update us by learning and designing materials on the web.

It is my hope that by showing you that I have created this set of activities on the web during one semester, you will also get motivated to create something on the web for your students by using software, such as dream weaver and hot potatoes.

When I decided the content of the activities, I bear in mind that young adults in Korea or any English learners whose proficiency level is high intermediate or low advanced would be my target audiences. Since this set of activities is not based on one textbook from a language program, I didn't find any reasons to limit my audiences to learners in academic settings or in any other settings. I would think any English learners, especially young adults or college students, who may have increased interest in sexual behaviours, would enjoy the activities and benefit much from my activities.

It is my hope that students will learn some grammar points and vocabulary that are featured in the activities, and they will be motivated to learn more about the content itself at the same time. I think the ultimate goal that probably all teachers commonly share is that we all expect and want our learners to become autonomous learners. In this sense, I expect my students who have learned some English grammar points through my activities provided to visit other web sites or to read books related to sex education and healthy sexual behaviors in English and learn more on their own.

Sex education has been one of my strong interest personally. Since the topic itself is a sensitive one, I expect that teaching this kind of content would not be comfortable for some teachers, but as I got feedback from some teachers and students, they actually found this topic intriguing and helpful for students. Therefore, I believe that the content will serve as an interesting background to learn English from, and I hope this will bear a positive possibility that students will eventually want to read and learn more about it.

The set of activities is based on three reading passages from the web journal, which I got the materials from, http://www.jhuccp.org/pr/j41edsum.stm, Population Reports: Meeting the needs of Young Adults, Population Reports, Series J, Number 41.

Selecting appropriate materials that will serve my needs of creating activities for English learners whose proficiency level is intermediate was not an easy process. Before deciding to select some reading passages, I carefully read all the chapters in the journal and selected three articles that I thought contain enough language points that I can draw and make activities from. The contents of each unit are as follows:

Unit 1: "Meeting the Needs of Young Adults"
-Featured: Conjunctions, Word stress, Word Puzzle, the English article system
Unit 2: "Young Adults and Contraceptive Use"
-Featured: independent clauses/dependent clauses, vocabulary learning, Verb participles, reading strategies
Unit3: "Social and Economic Consequences of Early Child bearing"
-Featured: relative clauses, passives

It is true that students can get much access to websites or CALL materials where students learn languages on the computer or on the web. However, it is also true that those websites tend not to entail coherence or unity that holds a set of activities together that they offer on the web. It has been my intention that I want to have some kind of coherence in my activities to best help students' learning. To do so, I have tried to keep my materials upon which I based my activities focused on one topic, which is sex education for young adults, and I also tried to keep the same color tones for each unit, that is all the activities in the unit 1 have a variety of blue, and ones in the unit 2 have different shades of red, and activities in the unit 3 are designed in a spectrum of dark colors.

As I mentioned briefly, students can get much benefit from learning languages on the computer or by learing with CALL materials. First, unlike printed materials, materials on the computer or on the web provide students with fascinating and interesting features, which draw students' attention to the screen. Colorful graphic that is accompanied by learning activities can assist students in focusing more on the task. Also, sound functions that make listening activities on the web possible enable students to learn many language features at one sitting. For example, while reading an article on the web, students can listen to pronunciation of individual words by clicking on those words in the article.

In addition to its attractive outlook of CALL material, computer assisted learning enables students to become autonomous and independent learners, which is the ultimate goal of teaching. Since students learn languages by the media, the computer and the Internet, students have more freedom to study with a computer either at home or at school. This flexibility of the computer and its various functions, such as featuring instructions and feedback help students become less dependent on teachers. Also, students can eventually become autonomous by searching for more learning materials and information on the web motivated by a CALL material.

Those vocabulary words that are featured in the vocabulary learning activities in each unit and the word stress activity are drawn from Academic Word List (AWL). Although this set of activities is not aimed for academic purposes in particular, I think students will benefit from learning or at least acknowledging words that are frequently used in academic settings. In addition to its feature of academic words, I made sure that the same words are presented and recycled either in the previous or the following activities in each unit so that students can retain them. A small number of encounters of a word doesn't help students to retain words, so I think it is imperative to offer students opportunities to encounter the same word as many times as possible in different contexts.

Once again, this set of activities is not the sole material that can be provided in a course. These computer-based activities are a supplementary material, so these activities are to be served as tools for reinforcing learning (after learning), introducing and preparing (pre-learning), and aiding additionally (during learning). For example, the vocabulary matching activity (unit2) would be good for a pre-reading activity where teachers can introduce those words before reading, so that students will get familiar with the words beforehand. Additionally, vocabulary puzzles in the unit 1 would work well for reinforcing students' memories about the words that have been covered in the previous activities. Also, the reading comprehension activities in both units 1 and 2 can be utilized as during learning activities.

Hot Potatoes is wonderful free software that enables any teachers to create their own activities on the web. The features are provided as follows:

JBC: Mutliple choice quizzes, Jcloze: Gap-Fill Exercises, JQuiz: Short Answer questions, JCross: word puzzles, JMix: word jumbled sentences, and JMatch: matching exerciese

Learning how to create a CALL material for my students on the web has been challenging and useful at the same time over the semester. I especially enjoyed this class and valued this class because this class opened up my eyes and possibilities to create my own materials on the web. This class also made me realize that creating materials for my students based on my experiences is not as difficult as I had thought it would be. Actually, teachers can be creative as much as they want to be by figuring out how to use Hot potatoes and dream weaver as a first step.

As I mentioned earlier, any materials or activities on the web would fade away unless constant effort and changes are invested on the website by the materials' writer or the designer. In this sense, it is imperative to update my activities according to students' needs constantly and make the website updated. I have set out to creat a website for learners. However, this is only the first step in the world where I will move on creating more and specific CALL materials for specific groups in the future.

Once again, it is my hope that any teachers with a sense of plausibility can go ahead and start making a website for their students, which will benefit students' learning and enliven their class because I, who is very humble, was able to do it. So, You can do it too.