This paper describes the design and implementation of an English as a Foreign Language (EFL) task-based module consistent with Skehan's information processing model of second language acquisition (1998) and with the framework for task design elaborated by Willis (1996), using the Internet as a primary source of language input. In settings where contact with native speakers is infrequent, and where English-language textbooks and materials are in short supply or are very costly, the Internet can provide a needed source of language input. However, learners of a foreign language need more than just exposure to input. They also need to be able to interact purposefully, and to be able to focus on both form and meaning, in order to drive forward their interlanguage development. The use of the Internet, therefore, must be accompanied by the kinds of tasks that will force learners into meaningful verbal interactions and at the same time invite reflection. It was with these considerations in mind that the author designed the module described in this paper. These are the considerations that guided the design of this module: advanced level language proficiency; legacy of focus on grammatical form; availability of Internet access; desire to learn more about English-speaking university students; and curiosity and concern about a proposed American Studies program. (AEF)