The instructional paradigm presented in this paper produces a number of highly positive outcomes. First, student motivation increases. Students are eager to begin class and often arrive early to computer lab, logging on to the Internet and beginning research on their own. They also often stay after class to continue working on the Internet, alone or with other members of their focus discipline group. Members of focus discipline groups form multicultural friendships fostered by their collaborative efforts throughout the semester.
Stronger students help weaker ones.
Overall, students develop greater confidence in their ability to use English because they need to interact with the Internet entirely through reading and writing. It also promotes critical and social literacy as students encounter a variety of information, synthesizing that information through cooperation and collaboration with their peers. ESL students in this type of course learn not only English language skills, but also academic material in a number of different disciplines. They greatly increase their overall knowledge base, which will in turn help to facilitate performance in future college courses. Millennium computer fear is a scam.