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• W302045632 abstract "The interest in the effects of computer-mediated communication on language learning has increased in recent years. It is asserted by proponents that use of e-mail in second language learning promotes more effective discourse management, the use of more foreign language functions, and greater levels of student participation. E-mail puts learners in a position of greater control over their own learning because they determine the quality, level, and amount of participation--all of which is conducive to enhanced language acquisition. This study explores the significance of the overall effect of using e-mail in the quantity and accuracy of Spanish written language generated by e-mail dialogue journals compared to the paper-and-pencil version of the technique. The study also compared the first message with the last message in the course. It was found that neither the e-mail group nor the pen-and-pencil group improved accuracy or vocabulary use more than the other. Therefore, there is no evidence that use of e-mail over the more traditional pen-and-pencil technique has any advantages in terms of student performance. An appendix is attached with excerpts from students responses. (Contains 16 references.) (KFT) Reproductions supplied by EDRS are the best that can be made from the ori inal document. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY Ma Wel _Uen 0 TO THE EDUCATIONALRESOURCES INFORMATION CENTER (ERIC) 1 00 00 11) Electronic Mail in Foreign Language Learning Revisited Manuela Gonzalez-Bueno, University of Kansas Luisa Perez, Emporia State University Introduction U.S. DEPARTMENT OF EDUCATION Office of Educational Researchand Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) VeThis document has been reproduced as received from the person or organization originating if. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. The interest in the effects of computer mediated communication (CMC) on language learning has increased in recent years and consequently, has been the focus of more and more foreign language studies. Specific features of the language generated via CMC have been described as promoting more effective discourse management, the use of more language functions, and greater levels of participation (Gonzalez-Buena 1998; St. John and Cash, 1995; Van Handle and Corl, 1998; Wang, 1994). The electronic medium reportedly allows for a nonthreatening interaction (Beauvois, 1996) and easy manipulation of the text while editing, which, in turn, translates into increased ease in the writing process. Using electronic mail to communicate in a foreign language seems to put learners in a position of greater control overtheir own learning since they can determine the level, quality, and amount of participation (Roche-Dolan, 1999). In addition, Beauvois (1998) asserted that reading vast amounts of input from classmates and from the instructor also contributes to more contact with the target language than is possible in the traditional (p. 108). These aspects of CMC seem to be conducive to enhanced language acquisition. According to Blake (2000), computer mediated communication can provide many of the alleged benefits ascribed to the Interaction Hypothesis, but with greatly increased possibilities for access outside of the classroom environment. If negotiations are important for SLA process [...], then networked negotiations provide a medium for this fruitful activity to occur not only more frequently but also at any time of the day or night. (p. 132) 2 BEST COPY AVAILABLE Similarly, as the National Educational Technology Standards for Students (ISTE 2000a) points out, Today's students communicate instantly through e-mail and receive prompt feedback on how well their messages are understood (p. 76). By incorporating CMC in foreign language classrooms, instructors may be helping to meet the goals of the National Standards for Foreign Language Learning (ACTFL, et al, 1999). Learners develop some kind of linguistic awareness in both their native and target languages (Blake, 2000, Roche-Dolan, 1999), which addresses the Contrast Also, using CMC helps to extend students' roles as classroom learners into a wider perspective as world communicators (Gonzalez-Buena, 1998), which addresses the Communities goal. Furthermore, instructors who incorporate CMC into their teaching are satisfying the following National Educational Technology Standards for Teachers (ISTE 2000b): 1. Teachers plan and design effective learning environments and experiences supported by technology. 2. Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. 3. Teachers use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. (p. 9) The First Study (2000) The use of CMC in language learning is a rapidly expanding field of study. However, previous studies have commonly focused on the analysis of discourse and content-oriented components of writing proficiency. Fewer have looked at the development of more formal components, such as grammatical and lexical accuracy. This report describes a follow-up experiment to one such type of study. Gonzalez-Buena and Perez (2000) observed the effects of dialogue journaling through electronic mail on foreign language writing compared with the paper-and-pencil version of the same technique (see Gonzalez-Buena (1998) and Gonzalez-Buena and Perez (2000) for a more complete literature review on electronic dialogue journals). Students in both experimental and" @default.
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• W302045632 title "Electronic Mail in Foreign Language Learning Revisited" @default.
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