Connected English

Get connected—English language learning websites, apps, and ideas at your fingertips


Funky English online community

What does “funky” mean?  According to, it can mean “offensively malodorous” or “stylish and modern in an unconventional way.”

funkyenglishfrontpageFunky English at appears to embrace the second definition by developing an online social community for English language learning. Ironically, however, language instruction itself on the site is quite traditional and conventional. Nonetheless, Funky English may be a useful practice site for individuals who would enjoy participating in online forums on everyday life English usage with teachers and students of English.

Since Funky English (FE) is designed as a social networking space for individuals interested in learning or teaching English, it includes “Friends,” “Groups,” each user’s profile page, “Blogs,” and “Forums.” FE also offers a limited number of traditional English lesson topics, but the real value here again is generated in the comment threads that follow each lesson, vocabulary entry, or grammar point. Membership and access to all parts of the site are free.

Recommended sections of the site

forumdropdownThe Forum discussions may be the strongest feature of this site. Some popular discussions are launched by “English Teacher Jamie,” but other lively discussions are started by users of the site. The conversations are full of good tips on language learning, a variety of insights into cultures around the world, and ideas about ways to improve one’s English. The “Ask a Question” Forum promises that one can pose a question about English and get answers. Existing questions can be viewed too, and range from questions about surprising usage in political speeches to the meaning & usage of different members of a word family, e.g. “glorious day” vs. “glory days.”

FEBlogsThe Blogs tool is an interesting way to capitalize on the participatory FE student community. Members of FE can create blogs, and may generate quite a bit of conversation about what they post. Most of the comments seem to be good-natured and polite, so this may be a comfortable environment in which to strengthen one’s English fluency and explore one’s writing voice by starting a blog.



The Videos section is designed to encourage English listening and pronunciation practice through karaoke. This page features several hundred Ycan and can'touTube, Vimeo, and other publicly available lyrics videos. There are also a few instructional videos culled from YouTube and other sources. By looking at an instructional video, one can follow the “related videos” links for songs with lyrics that match words in the instructional video title, e.g. the word “can’t.”

The “Lessons: Idioms” section has a short set of idioms–the listing for each idiom does provide some useful information about collocates–words that tend to be used with that idiom, e.g. “head into” + choppy waters, and listings explain situations where that idiom would be used. There is not information, however, about how frequent or how up to date an idiom is, so there are a few such as “chin wag” that are a bit out of date.  The value in the FE context is the number of users who leave messages for each other and for English Teacher Jamie, which comprise a conversation about each word, with more usage examples and discussion of usage topics.bookwormcomments The responses to the idiom “bookworm,” for example, led into a conversation about good books to read in English. This conversation-by-commenting is one of the real strengths of the Funky English platform.

The “Lessons: Phrasal Verbs” section also features lively discussions, with some contributors adding cartoons and usage examples from Facebook. The phrasal verbs featured comprise only a very small subset of phrasal verbs in high-frequency use in spoken English. Phrasal verbs often pattern differently in different speech communities: it appears that the usage in the FE community is mainly British, so those in other English speaking contexts might want to “ask around” before adopting a phrasal verb from the site. An example is “break up,” which according to FE, can mean ending a romantic relationship, and can mean ending classes in a university over a holiday break. The latter meaning wouldn’t be meaningful in many English-speaking communities. Instead, “the University went on break” would be more appropriate in the Midwest in the United States, for example. Such variants are not comprehensively provided by Funky English.

The “Quizzes: English in Use” section offers “situational dialogues.” Each “dialogue” only suggests a situation in which to choose how to word a response, but engages the user in thinking through appropriate language usage in responding to that prompt. Again, the format is multiple choice.situationaldialogue

The “Chat” function available on the Home page in FE enables users to text-chat in real time, which could be quite helpful for developing greater fluency. Relative to other social media platforms, however, the number of FE users online at any given time may be small, so sometimes there aren’t enough people online to get a chat going.

Overall, Funky English capitalizes well on the text-based features of social network platforms, and provides a comfortable, encouraging space in which to practice English through participation in comment threads, forums, and chat rooms.


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Language for Specific Academic Purposes

Andy Gillett’s UEFAP site, Using English for Academic Purposes, supported by BALEAP (the British Association of Lecturers in EAP) offers a deep set of resources for academic communication in all skill areas. The best segments of the site offer an introduction, strategic advice and practice exercises, and sample phrases for very specific communicative purposes. The advice given is solid, well-researched, and clearly explained.

UEFAPlisteningFrom the front page, users can navigate to sub-sections of the site based on skill area.  For example, in the Listening subsection, one can try out advice on listening strategies with a wide range of audio samples, playable in a wider





Sometimes, the best content is buried in unexpected places. In the Reading section of the website, for example, content may seem a bit sparse, but if you happen to click on the keyword “Efficient” in the left vertical frame, you land on a well-developed sequence of advice, models, exercises, and tests on strategies for efficient reading.


UEFAPspeakingintrophrasesThe Presentation-Language topic in the Speaking section of the site includes a useful list of phrases for each moment in a typical academic presentation, including the dreaded Q & A. The Groupwork topic in the Speaking section offers myriad phrases for language functions that might come in handy in discussion or collaboration contexts. Unfortunately, none of the phrases are contextualized, so information about use and frequency is absent.




UEFAPvocabularyIn the Vocabulary section of the site, there is an extensive and well-explained piece on word roots, prefixes, and suffixes. One can access lots of academic word lists here too.


The Writing section is the most extensive, with many more topics listed. I have found the “Reporting” topic particularly helpful to students in exploring strategies for paraphrasing and summarizing source texts.

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Academic vocabulary and writing practice

Happy New Year! Sometimes, a gift arrives by email. I received one just before the new year: a link to Reading and Writing Tools for Academic English, a site designed by Eoin Jordan and Andy Snyder, instructors at  Xi’an Jiaotong-Liverpool University.

This ad-free site offers a suite of nifty tools, games, and practice for academic reading, writing, and vocabulary.readingwritingtoolsAWLtest Let’s start with vocabulary. A quiz with a simple interface asks you to select words for which you know at least one definition, and then reports your probable vocabulary size (measured by the number of “word families” you likely know (e.g. “identity, identify, identification” would belong to one word family)). The quiz includes nonsense words on every page, which is fun. At the end, the results page points out words words you did not recognize at each level of the first 9,000 most common word families in written English. (I’m not sure what corpora this determination of word frequencies is based on.) The test generates a random list each time, so you can repeat the test multiple times. One version of the quiz focuses exclusively on Averil Coxhead’s (2002) Academic Word List (AWL), which is a collection of 570 word families identified as much more common in a corpus of academic texts than in other types of writing such as popular journalism or fiction.

When you explore the reading tools, the most interesting is Reading Mate. You copy in a text and get a markup of words that likely exceed your vocabulary knowledge (as measured by the first quiz), and an analysis of proper nouns, text readability, and more. While the highlighting doesn’t link to definitions or other example usage of highlighted words, it may reveal words that would be useful to look up (or that you see you can ignore and still get what you want from reading the text.) One objective of Reading Mate is to help you select texts that are at your independent reading level; this might be a helpful way to screen a novel or magazine you’d like to read for pleasure, for example (if you can find an excerpt electronically somewhere).

Under writing tools, thesisstatementtutorI don’t recommend the Thesis Statement Tutor for graduate and advanced undergraduate student writers, since it seems to produce overly formulaic thesis statements. Nonetheless, you may find this a useful way to force yourself to think through your purpose and organization of a piece of writing.


I do think that there are some ways in which the writing tool Marking Mate is useful. report detailsYou input a text you’ve written and get feedback through an automated text analyzer. Then Report Details provides feedback on academic style and grammatical accuracy. You may be able to find some grammar issues this way, and may be able to identify ways in which a text might sound too informal. Rather than seeing this tool as a sure-fire way to proofread your writing, consider it instead a diagnostic tool that can identify some potential areas for ongoing language improvement. Quite a few instances of unclear wording in my sample text were not identified by this tool. Nonetheless, the prevalence of informal expressions and the types of grammar errors found were spot-on. A nice bonus in Marking Mate is a set of links to advice on the topics identified for further work, and even some additional practice activities. Just click on underlined text in the Report Details.

Finally, I really recommend the Sentence Error Correction Game. sentence error correctionIt’s hard! You’re given a context in which a sentence is (poorly) written. You’re given blanks that indicate a paraphrased, formal, accurate rewritten version of that sentence. Your job is to guess what words might be in those blanks. It’s easy to lose, but after losing, you get to try the same sentence again. It took me three tries to figure out the first one. I think that the greatest value in this activity is in cultivating the ability to paraphrase an idea in formal written English. sentence error correction 2Even if the paraphrase you try isn’t what the game is looking for, the act of trying will expand your fluency and access to your vocabulary.

This site was a delight to discover. I hope that such gifts are sprinkled throughout your new year. Keep sending in your ideas for sites and apps that the University of Michigan English Language Institute can review here.

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“Got a minute?” Scientific American offers one every day.

Do you want to work on vocabulary, fluency, pitch range, or interpreting technical content to a lay audience?  Scientific American is a long-established magazine that publishes articles on a broad range of scientific topics for non-specialists. One of my students led me to the groovy “60-Second Science” daily audio podcast, which always starts with the question, “Got a minute?”  SAFrontPageAs I browsed the website, it quickly became clear that the Scientific American website offers a rich array of audio, video, and text articles. There are daily podcasts on “science” and then podcasts grouped by various broad topics within science, such as “the mind” or “technology.”

The search interface on the website is very nice, allowing users to refine a search by time period, by genre (podcast, video, article, etc.) or by broad topic area. In the app version (podcasts only), it appears that one can browse by broad topic area, but cannot search on keywords.

Because the content is intended for non-specialists, these brief pieces provide a great model of vocabulary and turns of phrase that allow us to explain technical content to friends, family, potential funders, policy-makers, administrators, managers, and students.

Articulation is crisp and clear, which makes for easier listening comprehension than one might find in less polished audio.

In the free app version (for podcasts only) and when you click on the title of a podcast on the website version, you’ll see a transcript, allowing you to grab phrases that might be hard to catch when just listening alone, and making it possible to speak along with the original to practice clear articulation and smooth delivery.

SATranscriptTo work on vocabulary, you might want to note down words or turns of phrase that seem useful in any one of the podcasts, and then maintain and practice them in a wordlist (free account needed) or by using a free phone app like gFlash+ that lets you easily set up flashcards with your own content on your smart phone–even flashcards with more than two sides! This particular app (not related in any way to Scientific American) is available for Android, iPhone and iPad, Nooks, and at the App Store.

Another way to use the Scientific American site or podcast app to work on fluency is to search on a term of interest to you, listen to a couple of podcasts and read a short article, and then imagine what you’d say to tell someone in English about this content, synthesizing all three together. Practicing out loud even if you don’t have a real audience is helpful for fluency & solidifying new vocabulary.

There is one disappointment among the Scientific American resources. I wish that audio podcasts would provide an accurate model of intonation one might use in a conversation or presentation when not reading from notes, but intonation is typical of material read aloud by a dynamic speaker. These intonation patterns are certainly appropriate for the solo audio podcast genre, just not very helpful for types of speaking when others are physically present. Nonetheless, if you feel like your intonation in English is somewhat “flat,” it may be useful to imitate the original speakers’ intonation in order to explore a wider pitch range, because the intonation in the podcasts is quite expressive among both male and female speakers.

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Extraordinary academic English learning website

Monash University in Australia hosts an academic English language self-study website, Language and Learning Online, with vast breadth and depth in reading, writing, speaking, listening, and grammar.


The challenge may be in deciding where to start. If you’d like an overview of everything offered, the site map may be helpful. The site is indexed not just by skill area. If you check out one of the Guides
on the left frame of the page, you can find resources organized by academic discipline (e.g. Medicine or Sociology) and by level (e.g. undergraduate or PhD). Searching the Resource Finder by exercise type today, I found 278 different interactive online exercises.  The site provides an excellent overview of writing genres in a variety of academic subject areas.

I particularly like the treatment of academic reading. Here is an example exercise that gives the user an opportunity to practice locating the specific definition of important terminology in an academic book or paper.


What section of the Monash site did you find useful. Reply with your comment here!

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Humor, idioms, fluency, and … science?

Sandra Tsing Loh hosts a 90-second radio show called the “Loh Down on Science”–the show is dedicated to finding humorous ways to introduce the general public to interesting science. Every episode is transcribed with about 95% accuracy. lohdownonscienceYou can work on fluency in two ways:
1. Practice telling someone else in English what you heard about. Speak and/or write without looking at the transcript. Even better, actually tell someone else, by speaking or in an email.
2. Figure out what’s intended to be funny in the episode you listen to. Often, the humor is a “play on words,” or two different meanings of the same phrase. The title of the website is an example: Sandra Tsing Loh is the name of the scientist/writer/performer who leads the site, and “the low down” means the real information about something.
3. Look up an idiom that you find in the episode, by putting the idiom in quote marks ” ” followed by the word definition in your favorite search engine. For example, in an episode  about babies in utero learning which syllables are meaningful in the language of the grownups around them, Loh said “watch your language, parents.” I looked up “watch your language” definition. This gave me multiple views of definitions and related idioms, and let me explore which idiom and dictionary sites I liked.watchyourlanguagedefinition

The Loh Down on Science website isn’t very easy to navigate, but if you click on “FUN CONTENT TROLLER” you can see a list of categories, or if you find the tiny VIEW ALL button in the middle of the left-margin frame, you can see a chronological listing of over 1,800 episodes. To search for topics that interest you, you can use the search box at the top of the page.

When you find an episode that interests you, you can just click the play button to hear it with no transcript, or you can click on the title of the episode to get to the transcript and play the episode too.

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Loads of free advanced English practice activities and tips on one website

L’Université de Franche-Comté in Besançon, France has a prominent “Applied Linguistics” program. Part of the way this program shares its expertise on language learning with the world is to host “English Online France”, a website with dozens of free interactive games, exercises, and tips for learning English independently. Most of the instructions and menus are in English, which enables advanced English learners from any language background to use the site.

new york minute on franche-comteI especially like the movie trailer dictation exercises under “ESL/EFL Listening Exercises.” Movie trailers contain a lot of dialogue, place names, and slang. You can watch your selected trailer as much as you like, and you can type any word you hear–if you’re right, the word is completed in the text and you win a point.

For these, a QuickTime plugin for your browser is needed, and it works much better in Firefox than in Chrome or Safari. If you test it in Explorer, you can leave a comment here telling us all how it worked.

billie holiday franche comte

In the Reading section, there are some nice activities that model things you could recreate–mixing up the sentences in an abstract in an academic research article, and then putting them back together, as a means of internalizing the structure of research articles. There are a variety of fun “interactive reading” exercises, where you guess the next few words of a reading from among three choices, which rehearses prediction, grammar, and collocations (which words sound right together).


Many of the pronunciation exercises are excellent. Influenced by the Silent Way method of teaching language, users are left to intuit rules from the patterns and tasks they observe and experience. The pronunciation tasks are well-designed to reveal patterns of stress, intonation, voicing, and more.

Most of the grammar exercises seem pretty easy (or are hard without explanation of the rationale behind answers), but some are both challenging and valuable practice, such as the “ESL/EFL Making Questions Exercises.” Note the asterisks (*) denoting level of difficulty, and go for two or three stars.

What activities did you try on this site? Which ones do you recommend? Leave a comment with your advice.