The Influence of Internet in Learning/teaching English Language
Abdullah Ibrahem Alorini
Imam Mohammed Bin Saud Islamic University

Introduction
The Internet offers tons of information and unlimited resources that people can use in order to expose them to authentic language use. Exposure, however, is not enough to trigger language acquisition. People need to be acquainted the use of computers to enhance language acquisition. The aim of this paper is to prove that Internet is a great influence to Enhance English communication skills through their exploration of the Internet that will ultimately help them improve communication skills and enrich their vocabulary. The Internet offers tons of information and unlimited resources that people can use in order to expose them to authentic language use. Exposure, however, is not enough to trigger language acquisition. People need to be acquainted the use of computers to enhance language acquisition. (Mei Lin, Caroline. 2007)

Literature Review
In a Study by Yi Zhou about Attitudes and Motivation toward learning a second language in an internet-based informal context: Perception of University ESL Students done in university of Windsor, Ontario, Canada; the study investigates the motivational factors for learning English-as-a-Second-Language (ESL). One of the purposes of the study is to benefit the educators and the instructors to gain a better understanding of the characteristics inherent to a internet-based concept to help support language learning motivation and thus incorporate these factors into their classroom activities in order to promote student learning performance. A survey was handed to 107 Chinese ESL students. The result of the study concludes that the students demonstrates and above moderate level of ESL motivation. They have shown a strong desire to learn the language and hold favorable attitudes toward English learning. The researcher recommends to explore the specific characteristics of these activities by utilizing a qualitative approach and also to explore more in to the potential disadvantages in order to make better use of the Internet in language learning. In another study done Mei-ching Huang about ‘The Use of process writing and internet technology in a Taiwanese College English writing class’, the researcher try evaluate the effectiveness of using process writing and Internet technology for helping Taiwanese college students overcome the difficulties they encounter in learning to write in English. The teacher and his 16 students participated in this study. She used both qualitative and quantitative research methods. The results of the quantitative analysis showed that both the On-line Writing Project and the peer reviews were effective, that the students responded positively to process writing, peer reviews, and the use of Internet technology in their English writing course, that the students liked teacher feedback on their writing better than peer feedback and thought that teacher feedback was more helpful than peer feedback, and that the On-line Writing Project decreased the value the participating students placed on searching the World Wide Web but increased their excitement about e-mailing and the trust in their partners’ efforts in peer reviews. For future research is to find out in which areas peer review is helpful (or not). Also, the participating students in this study produced much more feedback about content and organization than about form, and the former type of feedback contained fewer mistakes. A Journal written by By Professor Wu, Li and Professor Ben-Canaan, DanHeilongjiang University, School of Western Studies, Harbin, May 2006 discusses about how the Internet revolutionize the ways of human communications as well as English Language Learning. The article discussed the impact of the Internet on English language learning. That learners of English need a new set of literacy skills for English language acquisition mainly reading and writing. The Internet appears to revolutionize the ways of human communication and language learning, as languages are being acquired and communication continues to occur between people. In this context, it appears that learners of English need a new set of literacy skills for English language acquisition. The continuing changes in the spread, reception, interaction, sharing, and understanding of global information have altered the process of human and technological communication. It has created a necessity for linguists, especially language teachers, to fully understand the factors and their Internet influence on the way the English language should now be taught. Therefore, there is an immediate need to clarify whether or not the Internet is a communication and a linguistic revolution that alter linguistic behavior. And, would the Internet transform the way in which teaching and learning of English, and the business of ELT should be conducted. Next, a study titled “Internet-based Grammar Instruction in the ESL Classroom”, a research conducted by Faizah Mohamad in Malaysia, tackles about the significance of the Internet by utilizing various learning Websites with interactive contents offered advantages over conventional teaching methods. To validate this claim, the study was carried out to compare two grammar-teaching methods: Internet-based grammar instruction (IBGI) and conventional pen and board instruction (CPBI). The study involved 50 college-level students in Malaysia. The results showed that the students who went through IBGI performed better than those who received CPBI in the learning of certain grammatical items. The findings also indicated that students who experienced IBGI made fewer errors in their essays when compared to their CPBI counterparts. This study provides empirical support for the claim that the Internet is a useful tool in the teaching of grammar. The analyses of each grammatical item under study also reveal that not all items could be effectively learned using the Internet. It was found that both groups performed equally well in the area of tenses. In another study by Cheng-Ting Chen on ‘The Effectiveness of Incorporating the Internet to improve Literacy skills of English Language Learners’ conducted in the United States aims to prove a positive outcome from using internet-supported instruction to help English language learners. The researcher used a quantitative research, using literature review as a tool of methodology. In her review, not one study found to be eligible regarding the effects of incorporating the Internet into English language instruction. For future studies, a control group is suggested for more credible/convincing outcomes. Subsequently, students may benefit the most as research designs improve in order to address the critical questions yet to be answered. A study by Johanna Paraiso regarding ‘English as a Second Language Teachers and the Use of New Media: Collaboration and Connection’ aims to examine how English as a Second Language teachers use new media to collaborate and connect with other teachers. In this research the researcher sent an email questionnaire to 57 ESL teachers. The research findings are that the lived experiences of the ESL teachers in this study are consistent with the findings in the literature review. English as a Second Language teacher in this research study indicated that they are frequently physically isolated from their professional peers. The researcher concluded to use more qualitative and mixed-methods research studies need to be conducted in the areas of English as a Second Language teacher isolation and marginalization, the inclusion of ESL students and teachers in the creation of a collaborative school culture, and the role of new media tools as a means to provide effective collaboration and connection for ESL teachers and effective instruction for English Language Learners. A Study by Pornsiri Muangsamai titled English as a Foreign Language Learning/Writing Development in the Internet Environment; the study was conducted at the Kasetsart University Self-Access Language Learning Center (KUSALL) in Thailand. The correspondents of the study were pre-medical students. The study focuses on the students’ perceptions of English learning/writing development in Internet-integrated English as a foreign language (EFL) classroom. The purpose of the research was to describe, analyze and interpret learners’ perceptions of their English learning/writing and to suggest how the Internet-integrated learning environment could be implemented in a second/foreign language classroom in order to promote learners’ learning/writing development. The data from interviews, observation, and documents were analyzed qualitatively and from writing samples quantifiably. The results showed that the participants welcomed applications of the Internet in the English class. Their work on the group Web page motivated their self-engagement in class assignments, empowered their English learning/writing competence and promoted interdisciplinary learning of their medical and related fields, electronic literacy, and English. For further studies, they suggest that future researchers need to explore the understanding and nature of applications of the Internet for English teaching and learning/writing efficacy. A study by Arshad, Hoon and Hashim about “Tertiary Students’ Application of Web 2.0 for English Language” investigate students awareness, behavioural intentions and factors that influence the learning of English through the use of Web 2.0 technologies such as Facebook, YouTube, Twitter, Wiki, LiveMocha and Flickr at a local university. The Technology Acceptance Model was referred to in constructing the questionnaire. Questionnaires were distributed to final-year 217 students undergraduates. The results of the study show that respondents found the Web 2.0 useful and easy to use. However, they were not aware and did not use Web 2.0 to learn English but the actual Usage of the Web 2.0 technologies has significant influences in the learning of English. For future recommendations, the researcher suggests more research is needed to explore the strategies that can be used to learn English via Web 2.0. Furthermore, a larger sample size from various faculties can provide more reliable and accurate results for similar studies in the future.

Conclusion:
The continuing changes in the spread, reception, interaction, sharing, and understanding of global information have altered the process of human and technological communication. It has created a necessity for linguists, especially language teachers, to fully understand the factors and their Internet influence on the way the English language should now be taught. (Wu, Li and Ben-Canaan. 2006)
While current technology offers a wide range of opportunities for EL teaching and learning, the facilities and resources available can remain at best only as tools to aid or enhance the learning process. They can and should not be seen to replace the teacher, nor should they be regarded as the be-all and the end-all of instruction. (Mei Lin, Caroline, 1997) References: Arshad, A., Hoon T., Hashim, A. Tertiary Students’ Application of Web 2.0 for English Language. 2012 Cheng-Ting Chen. The Effectiveness of Incorporating the Internet to improve Literacy skills of English Language Learners. 2008 Mei-ching Huang. The Use of process writing and Internet technology in a Taiwanese College English Writing class. 2004 Mei Lin, Caroline. The Internet and the English Language. 1997 Mohamad, Faizah. Internet-based Grammar Instruction in the ESL Classroom. 2009 Muangsamai, Pornsiri. EFL learning/writing development in the Internet environment: A case study from pre-medical students' perspectives. 2003 Paraiso, Johanna. English as a Second Language Teachers and the Use of New Media: Collaboration and Connection. 2012 Wu, Li and Ben-Canaan. The Impact of Globalization and the Internet on English Language Teaching and Learning , Dan Heilongjiang University, School of Western Studies, Harbin, May 2006 Yi Zhou. Attitudes and Motivation Toward Learning a Second Language Internet-Based Informal Context: Perceptions of University ESL Students. 2007