English is taught as a foreign language in China, which means there is no English environment for students to get immersed in after class. However, English is a compulsory course for Chinese college students. According to “The English Syllabus for Non-English Majors”, students should be quite skilled at speaking, writing and translating abilities. Yet non-English majors only have four periods (180 minutes) of English classes every week from freshman year to sophomore year. Teachers of English are supposed to be responsible for increasing students’ productive skills (speaking, writing, and translating) as well as their receptive skills (listening and reading). However, compared with their receptive skills, their productive skills are rather poor despite the fact that they can get high scores in various English tests. Therefore, teachers are always at a loss as to how to increase students’ productive skills in and out of class. Furthermore, there are usually 30~40 students in an English class, which makes it almost impossible to carry on in-class activities. In view of the above mentioned, the researcher turns to the Web for help. Based on a research project, this paper explores a new possibility of increasing students’ productive skills. In previous teaching practices, students were only interested in the designed activities aimed at increasing their productive skills at the beginning of the semester. Then no matter how hard the teacher had tried, they would have lost interest gradually as time went on. This is partly due to their limited language proficiency and partly due to the low efficiency of in-class activities. As a result, the students’ receptive skills are always far better than their productive ones. In this project, the researcher takes the advantage of the Web to arouse students’ interest in increasing their productive skills. Web has a charm that almost no one can resist. Many students spend hours surfing on the Web searching for information, sending emails, chatting with friends or playing online games. Some even have Web sites of their own before they entered the university. What’s more, a few have had the experience of establishing Web sites for business companies. At Shanghai Jiao Tong University, all students live on campus and the computers in their dormitories are all connected to the World Wide Web. Under this circumstance, the researcher encouraged the students to establish their own English learning Web site to demonstrate their progresses in their productive skills. The subjects are 165 freshmen from Shanghai Jiao Tong University who enrolled in the fall semester of 2002. They were assigned to four English classes before the semester begun. In this project, students in each class were required to sign up for at least one productive skill group, e.g. speaking group, writing group or translating group, according to their own interest. Then each group was asked to select one director taking charge of the group activities and one assistant-director responsible for coordinating the group activities. They were also asked to select five “computer engineers”. Those engineers were responsible for the designing and maintaining of the Web site. Three of them were also coordinators, contacting the speaking groups, the writing groups and the translating groups of the four classes respectively. In order to guarantee enough materials for the Web, each productive group was required to meet and practice at least once a week and to report in class once a week about their group activities. The students are very skilled at establishing World Wide Web. The main tools used are Dreamweaver and Frontpage. The School of Foreign Languages at Shanghai Jiao Tong University offered a server for this project. In one month, they established their English learning Web, called “Cool English”. Since all the dormitories are connected to the World Wide Web, students can easily visit their Web site as well as the World Wide Web. At the beginning, there were only three columns, namely Speaking, Writing and Translating on it. Each week, directors of each group send, by emails, the “achievements” of their groups to the computer engineers. After proof reading and checking technically, the computer engineers uploaded those materials to their Web site#“Cool English”. They were very excited at the beginning, but after a couple of weeks, the students were not satisfied with the three columns at all. So they searched on the World Wide Web for interesting materials and expanded the contents to include such columns as “English News”, “English Idioms”, “English Jokes”, “Top Students’ Speeches on English Study”, to name only a few. Besides, they also offered on their Web site some other English learning Web sites for the students’ convenience. Although the Web site “Cool English” is still at its infancy, yet it has attracted the attention of many students, including those from other classes. Virtually in order to feed their Web site, the students have to surf on the Internet, searching for useful and interesting information to enrich their Web site constantly. In this process, their receptive skills, reading skill in particular, have also been increased dramatically. From this project, the researcher comes to the conclusion that the Web has served as a bridge between in-class activities and out-of-class activities and has connected the receptive skills with the productive ones. Furthermore, it is a faster, cheaper and fascinating “publishing house” for students. Their sense of achievement has been greatly increased by working on the Internet.