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Problems
First problem is that the internet is not always accessible by all learners and teachers though English as a second language all over the world is taught widely. Statistics (The World Bank, 2004) indicate that internet use depends on the financial situations of countries. For example, some values on internet accessibility of overall population are 75.6% in Sweden, 61.4% in Holland, 68.7% in Japan, 50% in Germany, 17.7% in Greece, 14.2% in Turkey, 11.1% in Russia, 10.9% in Thailand, 6.6% in Saudi Arabia and 4.5% in Kenya. To sum up, when the accessibility of overall population is considered, it is possible to say that the inequity issues in internet accessibility are discouraging for both language teachers and students in educational settings (Mike, 1996). Internet unfamiliarity is another problem that causes lack of training in second language classroom. In other words, little experience on the internet is an anxiety source for both second language learners and teachers. Third, since the internet offers all types of topics, some of them are not unsuitable for school children who learn English as second language. Though serious precautions are taken today, this is still an important problem for parents and children (Singhal, 1997). Last and fourth, the increasing amount of information generally makes learners confused while they try to reach specific information. (Chafe, 1999). Consequently, problems on internet use focus on computer unavailability, lack of internet accessibility and training, computer anxiety, computer unfamiliarity of both teachers and students and some financial obligations.

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