A Study of Jordanian University Students' Perceptions of Using Email Exchanges with Native English Keypals for Improving Their Writing Competency
DOI:
https://doi.org/10.11139/cj.27.2.393-408Keywords:
Email Exchange, Native English Keypals (NEKs), Students' Perceptions, Writing Competency, Asynchronous CommunicationAbstract
English foreign language learners generally tend to consider email exchanges with native speakers (NSs) as an effective tool for improving their foreign language proficiency. This study investigated Jordanian university students' perceptions of using email exchanges with native English keypals (NEKs) for improving their writing competency. A questionnaire was designed and distributed to 110 university students in the Faculty of Educational Sciences and Arts at UNRWA University in Amman, Jordan. Results revealed that students' perceptions of using email interactions with native English speakers for improving their writing skills were generally positive. Results also showed significant differences among participants that were related to the availability of a computer at home, the number of years of study at the university, and the regularity of their email exchanges with NEKs. In light of the these results, the researcher proposes a number of pedagogical recommendations and some directions for future research.
References
Aitsiselmi, F. (1999). Second language acquisition through email interaction. ReCALL, 11, 4-11.
Beauvois, M. (1998). Conversations in slow motion: Computer mediated communication in the foreign language classroom. The Canadian Modern Language Review, 54, 198-217.
Beauvois, M., & Eledge, J. (1996). Personality types and megabytes: Student attitudes toward computer mediated communication (CMC) in the language classroom. CALICO Journal, 13, 27-45. Retrieved October 21, 2009, from https://calico.org/page.php?id=5
Belisle, R. (1996). E-mail activities in the ESL writing class. The Internet TESL Journal, 2(12). Retrieved October 21, 2009, from http://iteslj.org/Articles/Belisle-Email.html
Benenson, J. (1997). ENG-FRA: French-English subnet in the international tandem network. Retrieved October 21, 2009, from http://perso.telecom-paristech.fr/~benenson/engfra
Biesenbach-Lucas, S., Meloni, C., & Weasenforth, D. (2000). Use of cohesive features in ESL students’ e-mail and word-processed texts: A comparative study. Computer Assisted Language Learning, 13, 221-237.
Cummins, J., & Sayers, D. (1995). Brave new schools. New York: St. Martin’s Press.
Cziko, G. (2004). Electronic tandem language learning (eTandem): A third approach to second language learning for the 21st century. CALICO Journal, 22, 25-39. Retrieved October 21, 2009, from https://calico.org/page.php?id=5
Edasawa,Y., & Kabata, K. (2007). An ethnographic study of a key-pal project: Learning a foreign language through bilingual communication. Computer Assisted Language Learning, 20, 189-207.
Egbert, J., Jessup, L., & Valacich, J. (1991). Interactive CALL for groups: New technologies for ESL. CALL Journal, 2, 18-24.
Flórez-Estrada, N. (1995). Some effects of native-nonnative communication via computer email interaction on the development of foreign writing proficiency. Unpublished doctoral dissertation, Graduate Faculty of Arts and Sciences, University of Pittsburgh.
Gonglewski, M., Meloni, C., & Brant, J. (2001).Using e-mail in foreign language teaching: Rationale and suggestions. The Internet TESL Journal, 7(3) Retrieved October 21, 2009, from http://iteslj.org/Techniques/Meloni-Email.html
González-Bueno, M. (1998).The effects of electronic mail on Spanish L2 discourse. Language Learning & Technology, 1(2), 55-70. Retrieved December 10, 2008, from http://llt.msu.edu/vol1num2/article3/default.html
Gray, R., & Stockwell, G. (1998). Using computer mediated communication for language and culture acquisition. ON-CALL, 12(3), 2-9.
Greenfield, R. (2003). Collaborative e-mail exchange for teaching secondary ESL: A case study in Hong Kong. Language Learning & Technology, 7(1), 46-70. Retrieved October 10, 2008, from http://llt.msu.edu/vol7num1/greenfield
Hedderich, N. (1997). Peer tutoring via electronic mail. Die unterrichtspraxis/Teaching German, 2, 141-147.
Holliday, L. (1996). The grammar of second language learners of English email messages. In S. Jager, J. Nerbonne, & A. Van Essen. (Eds.), Language teaching and language technology (pp. 136-145). Lisse: Swets & Zeitlinger.
Holliday, L., & Robb, T. (1994). International student discussion lists (SL-LISTS). Retrieved October 21, 2009, from http://www.cc.kyoto-su.ac.jp/~trobb/slhowto.htm
Ishida, T. (1995). E-mail for distance Japanese language learning and teacher training. In M. Warschauer (Ed.), Virtual connections: Online activities & projects for networking language learners (pp. 185-186). Honolulu: University of Hawai’i Press.
Junghans, C. (1995). Creating and using a slang dictionary via e-mail. In M. Warschauer (Ed.), Virtual connections: Online activities & projects for networking language learners (pp. 179-180). Honolulu: University of Hawai’i Press.
Kendall, C. (1995). Individual electronic mail with native speakers. In M. Warschauer (Ed.), Virtual connections: Online activities & projects for networking language learners (pp. 109-115). Honolulu: University of Hawai’i Press.
Kern, R. (1996). Computer-mediated communication: Using e-mail exchanges to explore personal histories in two cultures. In M. Warschauer (Ed.), Telecollaboration in foreign language learning: Proceedings of the Hawaii Symposium (pp. 105-109). Honolulu: University of Hawaii, Second Language Teaching & Curriculum Center.
Kinginger, C., Gourvés-Hayward, A., & Simpson, V. (1999). A tele-collaborative course on French/American intercultural communication. The French Review, 72, 853-866.
Lamy, M., & Goodfellow, R. (1999). Reflective conversation in the virtual classroom. Language Learning & Technology, 2(2), 43-61. Retrieved October 15, 2008, from http://llt.msu.edu/vol2num2/article2
Leh, A. (1999). A learning environment with computer-based technology for foreign language learners. Journal of Information Technology for Teacher Education, 8, 149-64.
Levy, M. (2007). Culture, culture learning and new technologies: Towards a pedagogical framework. Language Learning & Technology, 11(2), 104-127. Retrieved November 23, 2008, from http://llt.msu.edu/vol11num2/levy
Liao, C. (1999). E-mailing to improve EFL learners’ reading and writing abilities: Taiwan experience. The Internet TESL Journal, 5(3). Retrieved November 11, 2008, from http://iteslj.org/Articles/Liao-Emailing.html
Lin, H. (2002). The effect of e-mail project on enhancing EFL learners’ academic writing skills. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002 (ELEARN) (pp. 1810-1813). Montreal, Canada.
O’Dowd, R. (2003). Understanding the “other side”: Intercultural learning in a Spanish-English e-mail exchange. Language Learning & Technology, 7(2), 118-144. Retrieved November 13, 2008, from http://llt.msu.edu/vol7num2/odowd/default.html
Robb, T. (1996). E-mail key-pals for language fluency. Foreign Language Notes (Foreign Language Educators of New Jersey), 38(3), 8-10. Retrieved December 11, 2008, from http://www.cc.kyotosu.ac.jp/~trobb/keypals.html
Shang, H. (2007). An exploratory study of e-mail application on FL writing performance. Computer Assisted Language Learning, 20, 79-96.
Son, J.-B., & O’Neill, S. (1999). Collaborative e-mail exchange: A pilot study of peer editing. MultimediaAssisted Language Learning, 2(2), 69-87.
Sotillo, S. (2000). Discourse functions and syntactic complexity in synchronous and asynchronous Communication. Language Learning & Technology, 4(1), 82-119. Retrieved December 16, 2008, from http://llt.msu.edu/vol4num1/sotillo
St. John, E., & Cash, D. (1995). Language learning via e-mail: Demonstrable success with German. In M. Warschauer (Ed.), Virtual connections: Online activities & projects for networking language learners (pp. 191-197). Honolulu: University of Hawaii Press.
Stockwell,G. (2000). An analysis of e-mail based interactions between native speakers and advanced level nonnative speakers of Japanese. Unpublished Dissertation, University of Queensland, Australia.
Stockwell, G. (2003). Effects of topic threads on sustainability of email interactions between native speakers and nonnative speakers. ReCALL, 15, 37-50.
Stockwell, G., & Harrington, M. (2003). The incidental development of L2 proficiency in NS-NNS email interactions. CALICO Journal, 20, 337-359. Retrieved October 21, 2009, from https://calico.org/page.php?id=5
Stockwell, G., & Levy, M. (2001). Sustainability of email interactions between native speakers and nonnative speakers. Computer Assisted Language Learning, 14, 419-442.
Sullivan, N., & Pratt, E. (1996). A comparative study of two ESL writing environments: A computerassisted classroom and a traditional oral classroom. System, 24, 1-24.
Tella, S. (1992). Talking shop via e-mail: A thematic and linguistic analysis of electronic mail communication (Res. Rep. No. 99). Helsinki, Finland: Department of Teacher Education, University of Helsinki.
Tella, S., & Mononen-Aaltonen, M. (1998). Developing dialogic communication culture in media education: Integrating dialogism and technology. Helsinki, Finland: Media Education Publications 7. Retrieved November 13, 2008, from http://www.helsinki.fi/~tella/mep7.htm
Tillyer, D. (1996, September). Tending your internet exchange: Pen pal projects need attention to thrive. CALL Review, 4-6.
Ushioda, E. (2000). Tandem language learning via email: From motivation to autonomy. ReCALL, 12, 121-128.
Van Handle, D., & Corl, K. (1998). Extending the dialogue: Using electronic mail and the internet to promote conversation and writing in intermediate level German language courses. CALICO Journal, 15, 129-143. Retrieved October 21, 2009, from https://calico.org/page.php?id=5
Vinagre, M. (2005). Fostering language learning via email: An English-Spanish exchange. Computer Assisted Language Learning, 18, 369-388.
Warschauer, M. (1995). E-mail for English teaching. Alexandria, VA: Teachers of English to Speakers of Other Languages.
Warschauer, M. (1996a). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13, 7-26. Retrieved October 21, 2009, from https://calico.org/page.php?id=5
Warschauer, M. (1996b). Motivational aspects of using computers for writing and communication. In M. Warschauer (Ed.), Telecommunication in foreign language learning: Proceedings of the Hawaii Symposium (pp. 29-46). Honolulu, HI: University of Hawaii, Second Language Teaching & Curriculum Center.
Warschauer, M., Shetzer, H., & Meloni, C. (2000). Internet for English teaching. Alexandria, VA: Teachers of English to Speakers of Other Languages.
Warschauer, M., Turbee, L., & Roberts, B. (1996). Computer learning networks and student empowerment. System, 24, 1-14.
Warschauer, M., & Whittaker, P. (1997). The internet for English teaching: Guidelines for teachers. The Internet TESL Journal, 3(10). Retrieved November 15, 2008, from http://iteslj.org/Articles/Warschauer-Internet.html
Wu, Wen-chi, & Lee, W. (2008). Adopting e-learning platform under pen-pal setting to enhance EFL students’ writing motivation and performance. In K. McFerrin, R. Weber, R. Carlsen, & D. A. Willis (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2008 (pp. 3610-3616). Chesapeake, VA: Association for the Advance of Computing in Education.
