International EFL Cafe
Circa 2003-2007
This page is to be viewed as a historical record encapsulating a very brief glimpse of the what the International EFL Cafe offered its visitors.
Content is from the site's 2004 - 2007 archived pages.
There are many online resources which can help ESL teachers to make connections, search for new opportunities and develop their teaching abilities. Check out Dave's ESL Cafe at https://www.eslcafe.com/. It is a well known resource among ESL teachers across the globe.
| International EFL Cafe | |
| English as a Foreign Language | |
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| The coolest English language site on the Internet | |
| Knowledge is the key to success in a global environment - Howard Steven Hayman |
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Meet the team
Howie Hayman Cafe owner and designer
Akiko Iwamoto Cafe promotion - Japan
Rie Fukumoto Cafe translation - Japanese
Chiaki Kamimoto Cafe translation - Japanese
Wei Chueh Chiu Cafe translation - Chinese
Cafe contributors
Rob Shaffer American Language Institute of San Diego State University
Annisa Outeldait French translation
Chris Baker Computer and technical support
More information on:
Howie Hayman
Education
B.S. degree in Business Administration, with an emphasis in Finance and Real Estate from San Diego State University.
A.A. degree in Japanese studies from Grossmont College in San Diego, California
Certificate in Japanese studies from Grossmont College in San Diego, California.
TEFL (Teaching English as a Foreign Language) certificate from the American Language Institute of San Diego State University.
Member of TESOL, Teachers of English to Speakers of Other Languages.
Member of TESOL, special interest group English as a Foreign Language.
Experience
I have more than 8 years experience teaching English as a Foreign/Second Language to non-native speakers both individually and in small groups. I spent most of 2003 working as an Assistant Language Teacher (ALT) at the American Language Institute (ALI) of San Diego State University. I taught conversational English, pronunciation and business English. In addition, I have traveled to many countries and have had the fortunate opportunity to experience a variety of cultures while teaching English to International students. I am currently writing three books and teaching English conversation classes in the Nara prefecture of Japan. I am continuously updating the International EFL Cafe in order to make it the best International English cafe on the Internet.
Focus of the cafe
The focus of the International EFL Cafe is American English. Right or wrong, this has become the standard of English taught in many language schools around the world. I am half American and half Canadian, however, I have lived mostly in the United States. I am familiar with American English grammar rules, idioms, slang, reductions and vocabulary.
Message
I have studied several foreign languages including Japanese, Hebrew, French and Spanish. Having been a non-native speaker in each of these languages, I know how frustrating learning a language can be. That is the reason I created the International EFL Cafe. I wanted to make a place where people from all over the world could come and learn English at any time. Please accept my invitation to use this site and experience the enjoyment and satisfaction learning a language can bring. If you have comments concerning this site or have something you would like to see in the future, please let me know. Thanks for visiting the International EFL Cafe.
Akiko Iwamoto
Hi. My name is Akiko. My friends call me the boss.
I am from a small town in Nara.
I have traveled to many countries, including the United States.
Rie Fukumoto
Hi. My name is Rie and my friends call me....ummmm....Rie. Actually they call me Riechan.
I am originally from Nara, Japan but I have spent the last few years living in San Diego, California.
I translate cafe email from Japanese to English and from English to Japanese.
No problem now that I am like a native English speaker. hehe
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FYI: I ran across this site in 2004 when I was in Japan as an exchange student and was asked by some of my Japanese friends to help them with their English. The International EFL Cafe "lessons" were really helpful in organizing my teaching approach. I wasn't really into teaching slang usage, but I did explain the use of idioms and I spent some hilarious lessons teaching them. However I mainly worked with my friends (students) teaching traditional English usage. Slang would have to wait.
Jump ahead to 2020. I am sheltering in place in NYC with my wife and school age kids. The public schools have opened this fall but we decided to have them go to school remotely. Over the summer my wife and I alternated working on math and reading / writing with our 10 and 12 year olds. We both are lucky to be able to stay at home, but it is challenging working remotely and overseeing and augmenting the kids' remote schooling. There aren't enough hours in the day. Today for instance my boss tasked me with finding the best reupholstery service in the NYC area! I paused before asking him what that had to do with well, just about anything. It seemed so random. It turns out that his wife wants to have all their living room furniture reupholstered, rather than replaced which can be pretty costly particularly if you have custom work done. He knew that we had just finished renovating our kitchen before the pandemic hit so he thought I might have some leads. Turns out a friend of mine just finished building the website for Dumbo Reupholstery NYC who do exactly that. They are expert and well reviewed reupholstery professionals. I quickly looked up the site and sent my boss the url. Thank goodness that was a quick resolution.
I hear the timer go off. I am now up to work with the kids on their reading comprehension. I take off my remote working hat and put on the teaching cap. We are reading about the American election process and how our government transitions after an election when the opposite party takes over the reins of the government. A bit heavy, but I think my kids will be able to grasp the basics. They are very concerned that President Trump won't leave the White House. I hope my "lesson" today will help assuage their concerns.
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March 14, 2004
This weeks quiz
Reading comprehension
Read the article and then answer the questions
The U.S. flag has undergone many changes since the first official flag of 1777. On June 14, 1777, the Continental Congress passed the first Flag Act, which said that the flag would be made up of thirteen alternating red and white stripes and thirteen white stars on a blue field. Stars have been added to the flag as new states join the union. Currently, the flag contains 50 stars. Ever wonder why the flag is red, white, and blue? While the flag's colors did not have a specific meaning at the time, the colors were significant for the Great Seal of 1782.
White: Signifies purity and innocence
Red: Signifies valor and bravery
Blue: Signifies Vigilance, perseverance, and justice
Why stars and stripes? Stars are considered a symbol of the heavens and the divine goal to which man has aspired from time immemorial; the stripe is symbolic of the rays of light emanating from the sun.
1. The first official flag of the United States was in the year ________?
2. The Flag Act said that the flag would have thirteen alternating red and white ________?
3. The Flag Act said that the flag would have thirteen white stars on a ________?
4. Stars are added to the flag when new states join the ________?
5. The current United States flag has 50 ________?
6. The white stripes and stars on the flag represent ________?
7. The red stripes on the flag represent ________?
8. The blue field on the flag represents perseverance, justice, and ________?
9. Stars are considered to be a symbol of the ________?
10. Stripes are considered to be a symbol of the ________ emanating from the sun?
TYPICAL LESSON PLANS
Grammar
Adjective
Attributive, predicative, comparative, superlative
Adverb
Manner, place or location, time, degree
Article
Definite, indefinite
Conjunction
Coordinate, subordinate, correlative
Modifier
Modifier order
Phrasal verb
Verbs containing a verb and a particle
Modal verb
Express possibility, intention, obligation and necessity
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Sentences
Subject/Verb agreement
Questions
1. Pick the correct sentence from the following pair of sentences.
a. We was very happy to see them again.
b. We were very happy to see them again.
2. Pick the correct sentence from the following pair of sentences.
a. She like eating sushi.
b. She likes eating sushi.
3. Pick the correct sentence from the following pair of sentences.
a. They are really interested in studying English grammar.
b. They is really interested in studying English grammar.
4. Pick the correct sentence from the following pair of sentences.
a. The people who live in the blue house are having a really noisy party.
b. The people who live in the blue house is having a really noisy party.
5. Pick the correct sentence from the following pair of sentences.
a. Her friends and John is going on vacation this weekend.
b. Her friends and John are going on vacation this weekend.
6. Pick the correct sentence from the following pair of sentences.
a. Talking to friends is useful when you have a personal problem.
b. Talking to friends are useful when you have a personal problem.
7. Pick the correct sentence from the following pair of sentences.
a. Most of my luggage is red.
b. Most of my luggage are red.
8. Pick the correct sentence from the following pair of sentences.
a. I has been planning to go to Japan for a long time.
b. I have been planning to go to Japan for a long time.
9. Pick the correct sentence from the following pair of sentences.
a. Everyone who came to the party is important to me.
b. Everyone who came to the party are important to me.
10. Pick the correct sentence from the following pair of sentences.
a. They were very angry when they heard about the pay cut.
b. They was very angry when they heard about the pay cut.
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Sentences
Verb Tense/Aspect
1. Pick the correct sentence from the following pair of sentences.
a. John was knowing the answer, so he raised his hand.
b. John knew the answer, so he raised his hand.
2. Pick the correct sentence from the following pair of sentences.
a. My friend had already been cooking dinner when I arrived.
b. My friend had already cooked dinner when I arrived.
3. Pick the correct sentence from the following pair of sentences.
a. Did you find your car keys?
b. Did you found your car keys?
4. Pick the correct sentence from the following pair of sentences.
a. Last year, I traveled to New York.
b. Last year, I have traveled to New York.
5. Pick the correct sentence from the following pair of sentences.
a. John and Joan have been going to the park three times so far this week.
b. John and Joan have gone to the park three times so far this week.
6. Pick the correct sentence from the following pair of sentences.
a. John is having a new car.
b. John has a new car.
7. Pick the correct sentence from the following pair of sentences.
a. The teacher comes to the class on time.
b. The teacher is coming to the class on time.
8. Pick the correct sentence from the following pair of sentences.
a. John has known Joan for many years.
b. John has been knowing Joan for many years.
9. Pick the correct sentence from the following pair of sentences.
a. It rains outside. We should close the windows.
b. It is raining outside. We should close the windows.
10. Pick the correct sentence from the following pair of sentences.
a. I have read that book several times.
b. I have been reading that book several times.
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EXAMPLE OF A TYPICAL HOME PAGE
Asia Relief 2004
Recent earthquakes and tsunami caused unprecedented destruction and loss in many parts of Asia and Africa.
The International EFL Cafe and visitors of the Cafe extend our deepest sympathy to those who have suffered losses due to this terrible tragedy.
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News |
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International EFL Cafe celebrates one year on the Internet | |||
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Events - Upcoming English language related events, and holidays - check the calendar | |||
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News - English language news from the United States | |||
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News - English language news from around the world | |||
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Cafe Information |
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To properly view this site, set your PC resolution to the highest setting | |||
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Meet Howie, the designer of the International EFL Cafe | |||
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Get a more detailed look at the International EFL Cafe | |||
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Cool - Make a comment or read comments from other International EFL Cafe visitors | |||
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International EFL Cafe site changes | |||
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The International EFL Cafe is listed in Google along with many other search engines | |||
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Classroom |
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Voice of America links require RealPlayer - Click >RealPlayer to download - FREE | |||
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Voice of America - Music Mix - Internet Radio broadcast - (live) | |||
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Voice of America - News & Music - Internet Radio broadcast - (live) | |||
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Voice of America - News in Special English for Beginning students - (taped) | |||
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Voice of America - NewsLine - Internet TV broadcast - (taped) | |||
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Voice of America - This Week - Internet TV broadcast - (taped) | |||
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Speaking program - (ESP) English Sounds Pronunciation program - learn the sounds of the English language | |||
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Speaking program - (SEC) Spoken English Conversation program - learn how to use English reductions, idioms and slang | |||
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Reading practice - International articles - good reading practice for beginning and intermediate students | |||
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Reading practice - United States articles - good reading practice for beginning and intermediate students | |||
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Reading practice - English articles - good reading practice for beginning and intermediate students | |||
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Reading practice - Business articles - good reading practice for beginning and intermediate students | |||
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Reading practice - Entertainment articles - good reading practice for beginning and intermediate students | |||
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Reading practice - Science articles - good reading practice for beginning and intermediate students | |||
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American English - Grammar definitions | |||
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American English - Reductions | |||
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American English - Contractions | |||
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American English - Slang - learn some typical slang used in movies, TV, and everyday conversation | |||
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American English - Proverbs - learn some typical proverbs used in movies, TV, and everyday conversation | |||
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American English - Special English - 1,500 words you should know from Voice of America | |||
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American English - Basic English - the 850 words you should know | |||
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Students |
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Quizzes - good TOEFL and TOEIC practice | |||
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Basic information about studying in the United States | |||
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Detailed information about studying in the United States | |||
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A few study tips for learning English | |||
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Mystery of the mind - check this out, it's really cool | |||
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Teachers |
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English teaching jobs jobs jobs worldwide - current English teaching jobs in 25 countries | |||
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English language schools worldwide - more than 900 schools in 51 countries | |||
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English teaching employment agencies worldwide - more than 70 agencies in 16 countries | |||
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Education information for ESL, EFL teachers | |||
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Miscellaneous topics for ESL, EFL teachers | |||
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Teaching English as a Foreign Language - teacher training program at the American Language Institute | |||
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English |
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Definitions of different types of comedy and lots of funny jokes | |||
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General information about the English language | |||
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Accents, pronunciation and speaking information | |||
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Basic English, loanwords and unusual words | |||
EXAMPLES OF WHAT THE SITE OFFERED:
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Reductions
Reduced forms of English word groups
Speaking spoken English conversation |
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International EFL Cafe assumed no responsibility or legal liability for the accuracy, completeness, or usefulness of any information, disclosed from this website. The information was provided "as is" without warranty of any kind, either expressed or implied. The data and information was subject to change at any time without notice. The entire risk of acting on information obtained from this website, including the entire costs of all necessary remedies, was with those who choose to act upon such information and not with International EFL Cafe.
More Background On InternationalEFLCafe.com
InternationalEFLCafe.com was an early internet-era educational website focused on teaching English as a Foreign Language (EFL). Active primarily between 2003 and 2007, it functioned as a digital hub for English learners and teachers around the world. Positioned as “the coolest English language site on the Internet,” the platform combined structured lessons, cultural content, and practical teaching resources into a single, accessible destination.
At a time when online education was still evolving, International EFL Cafe stood out for its ambition: it aimed to replicate the experience of a global learning community, long before modern platforms like Duolingo or Coursera existed.
Ownership and Founding Vision
The website was created by Howie Hayman, an English language teacher with a background in business administration and Japanese studies. Hayman held a TEFL certification from the American Language Institute at San Diego State University and had years of experience teaching conversational and business English to international students.
His vision was rooted in personal experience. Having studied multiple foreign languages himself—including Japanese, Hebrew, French, and Spanish—Hayman understood the challenges of language acquisition from the learner’s perspective. His goal was to create a welcoming, always-available online environment where students could learn English at their own pace, regardless of location.
The site emphasized American English as its primary standard, reflecting the global demand for U.S.-based language norms in business, media, and education during that period.
The International Team and Contributors
International EFL Cafe was not a solo effort. It featured a small but diverse international team, including contributors based in Japan and Taiwan who handled translation and promotion. This included individuals such as Akiko Iwamoto, Rie Fukumoto, Chiaki Kamimoto, and Wei Chueh Chiu.
Additional contributors included educators and technical support staff, some affiliated with academic institutions like American Language Institute of San Diego State University. This collaborative structure helped the platform serve a multilingual audience and reinforced its global orientation.
The presence of translators was especially important, as it allowed non-English speakers—particularly Japanese learners—to engage with the material more effectively.
Website Structure and Content Offerings
One of the defining features of InternationalEFLCafe.com was its breadth of content. The site was organized into multiple sections tailored to different user groups: students, teachers, and general English enthusiasts.
Classroom and Learning Resources
The “Classroom” section was the heart of the site. It offered a wide range of materials designed to build core language skills:
- Listening Practice: Integrated audio content, including broadcasts from Voice of America, featuring news, music, and simplified English programming
- Speaking Programs: Tools like pronunciation guides and conversation modules focusing on idioms, slang, and reductions
- Reading Practice: Articles across topics such as business, science, entertainment, and global news
- Grammar Lessons: Structured explanations of parts of speech, sentence construction, and usage rules
- Vocabulary Building: Coverage of contractions, proverbs, slang, and essential word lists
This multi-skill approach mirrored modern language-learning pedagogy, emphasizing balanced development across listening, speaking, reading, and writing.
Unique Focus on Spoken English
One of the site’s most distinctive elements was its emphasis on spoken English, particularly informal speech patterns. Lessons on “reductions” demonstrated how phrases like “going to” become “gonna” or “want to” becomes “wanna.”
This focus reflected a practical understanding of real-world communication. While many traditional ESL programs emphasized formal grammar, International EFL Cafe aimed to prepare learners for everyday conversations, movies, and workplace interactions.
Quizzes and Assessment Tools
The site also included quizzes designed to reinforce learning and simulate standardized tests like TOEFL and TOEIC. These quizzes covered:
- Reading comprehension
- Subject-verb agreement
- Verb tense and aspect
By incorporating assessment tools, the platform allowed learners to track their progress and identify areas for improvement.
Resources for Teachers
InternationalEFLCafe.com also catered to educators. The “Teachers” section offered:
- Listings of English teaching jobs in over 25 countries
- Directories of language schools worldwide
- Information on employment agencies
- Educational resources and teaching tips
This dual focus—serving both learners and teachers—helped the site function as a professional network as well as an educational platform.
Study Abroad and Cultural Guidance
The site included detailed information about studying in the United States, along with practical tips for adapting to English-speaking environments. This content was particularly valuable for international students preparing for academic or professional transitions.
Design and User Experience
From a design perspective, InternationalEFLCafe.com reflected the norms of early 2000s web development:
- Text-heavy pages with simple navigation menus
- Static HTML layouts
- External media integrations requiring plugins like RealPlayer
- Emphasis on functionality over aesthetics
Users were even instructed to adjust their screen resolution for optimal viewing—something rarely seen in modern responsive web design.
Despite these limitations, the site was highly functional. Its structured layout made it easy for users to navigate between lessons, quizzes, and resources.
Educational Philosophy and Pedagogy
The educational approach of International EFL Cafe was grounded in practicality and accessibility. Key principles included:
- Real-world application: Emphasis on conversational English and everyday usage
- Self-paced learning: Users could access materials at any time, without formal enrollment
- Global inclusivity: Content was designed for learners from diverse linguistic and cultural backgrounds
- Comprehensive coverage: Integration of grammar, vocabulary, listening, and speaking
This approach aligned with emerging trends in communicative language teaching, which prioritize interaction and practical usage over rote memorization.
Popularity and Reach
While precise traffic data is unavailable, several indicators suggest that InternationalEFLCafe.com achieved moderate popularity within the ESL/EFL community:
- It was indexed by major search engines, including Google
- It offered extensive global job listings and school directories
- It maintained a newsletter and user comment section
The site also existed alongside more established platforms like Dave's ESL Cafe, which was widely recognized as a leading resource for English teachers. International EFL Cafe appears to have positioned itself as a complementary or alternative option, with a stronger focus on structured lessons and interactive learning.
Cultural and Social Significance
InternationalEFLCafe.com represents an important moment in the evolution of online education. It emerged during a transitional period when:
- The internet was becoming a mainstream educational tool
- Globalization was increasing demand for English proficiency
- Independent educators were leveraging the web to reach international audiences
The site’s emphasis on American English reflects broader cultural trends, including the influence of U.S. media and business on global communication.
Its collaborative, international team also highlights the cross-cultural nature of language learning. By bringing together contributors from different countries, the platform embodied the very global connectivity it sought to promote.
Real-World Impact and User Experience
Anecdotal evidence suggests that the site was genuinely useful for both learners and informal teachers. Its structured lessons helped users organize their teaching approaches, particularly in one-on-one or small-group settings.
For example, grammar exercises and idiom lessons provided a framework for teaching conversational English, while reading comprehension activities offered ready-made classroom materials.
The site’s flexibility made it especially valuable for:
- Exchange students helping peers learn English
- Self-directed learners without access to formal classes
- Teachers seeking supplementary materials
Decline and Legacy
Like many early internet projects, InternationalEFLCafe.com eventually faded from active use. Several factors likely contributed to its decline:
- The rise of more sophisticated, interactive platforms
- The shift toward mobile-first design and apps
- Increased competition from large-scale educational companies
Despite this, its legacy remains significant. The site anticipated many features that are now standard in online learning:
- On-demand lessons
- Integrated multimedia content
- Global learning communities
- Practical, conversation-focused instruction
In many ways, it can be seen as a precursor to modern platforms like Duolingo, Babbel, and others.
Comparison to Modern Platforms
Compared to today’s language-learning tools, International EFL Cafe may appear simple. However, its core concepts remain highly relevant:
- Accessibility: International EFL Cafe was free and web-based, while modern platforms are app-based and often freemium.
- Content: International EFL Cafe offered text, audio, and quizzes, while modern platforms offer interactive, gamified content.
- Focus: International EFL Cafe emphasized practical English, while modern platforms often mix grammar with gamification.
- Community: International EFL Cafe had an informal community, while modern platforms often use structured social features.
While modern platforms offer more advanced technology, they build on the same foundational ideas that early sites like InternationalEFLCafe.com helped establish.
Press, Recognition, and Awards
There is no clear evidence that InternationalEFLCafe.com received major industry awards or widespread media coverage. However, this is not unusual for independent educational websites of its era.
Its recognition appears to have been more organic, driven by word-of-mouth, search engine visibility, and its usefulness within the ESL community.
InternationalEFLCafe.com was a forward-thinking, educator-driven platform that played a meaningful role in the early development of online language learning. Created by Howie Hayman and supported by an international team, the site offered a comprehensive suite of resources for both learners and teachers.
Its emphasis on accessibility, practical communication, and global collaboration made it a valuable tool during a formative period in digital education. Although it is no longer active, its influence can still be seen in the structure and philosophy of modern language-learning platforms.
By examining InternationalEFLCafe.com, we gain insight into how early internet pioneers approached the challenge of global education—and how their innovations laid the groundwork for the tools we use today.