Hostname: page-component-78c5997874-mlc7c Total loading time: 0 Render date: 2024-11-10T09:32:56.568Z Has data issue: false hasContentIssue false
  • English
  • Français

Learners’ email with native speakers beyond the class: a follow-up to a classroom email project

Published online by Cambridge University Press:  16 August 2013

Junko Takahama  and
Sarah Pasfield-Neofitou
Junko Takahama
Affiliation:
Monash University, Australia (emails: Junko.Takahama@monash.edu; Sarah.PasfieldNeofitou@monash.edu)
Sarah Pasfield-Neofitou
Affiliation:
Monash University, Australia (emails: Junko.Takahama@monash.edu; Sarah.PasfieldNeofitou@monash.edu)
Get access Rights & Permissions [Opens in a new window]

Abstract

Although the linguistic and sociocultural benefits of class-based email projects are widely acknowledged, there has been little investigation of what occurs after a curriculum activity finishes. In particular, what factors promote continued communication or cause communication breakdown have received less empirical attention. This paper explores factors which promote the continuation or non-continuation of email interactions between Australian and Japanese students after the conclusion of their coursework email exchange task via the analysis of two class surveys, in addition to collected email interaction and interviews with four key students (two continuers and two non-continuers) who serve as case studies. The experiences of these four students who were randomly assigned partners in the project are contrasted with those of a fifth student, Lucas, who chose to communicate with a long-term Japanese friend for the assessment, instead of being paired by the teacher. A number of factors which influence continuation are identified, including past sojourn experience, existing social networks, perceptions towards the curriculum task and their partners, shared topics of interest, time constraints, explicit statement of desire to continue, and potentially face-threatening behaviour, and several recommendations for enhancing online exchanges are given.

Keywords

emailexchangeprojectcontinuationchatFacebook
Type
Research Article
Information
ReCALL , Volume 25 , Issue 3 , September 2013 , pp. 373 - 391
Copyright
Copyright © European Association for Computer Assisted Language Learning 2013 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Absalom, M.Marden, M. P. (2004) Email communication and language learning at university – an Australian case study. Computer Assisted Language Learning, 17(3): 403–440.CrossRefGoogle Scholar
Aitsiselmi, F. (1999) Second language acquisition through email interaction. ReCALL, 11(2): 4–11.CrossRefGoogle Scholar
Bower, J.Kawaguchi, S. (2011) Negotiation of meaning and corrective feedback in Japanese/English eTandem. Language Learning & Technology, 15(1): 41–71.Google Scholar
Conley, R. N.Gallego, M. (2012) Negotiation of meaning in e-Tandems: Student perceptions of language acquisition during an intercultural exchange program. International Journal of Instructional Technology, 9(5): 21–32.Google Scholar
Florez-Estrada, N. (1995) Some effects of native-non-native communication via computer email interaction on the development of foreign writing proficiency. Unpublished PhD Thesis, University of Pittsburgh.Google Scholar
Gonglewski, M., Meloni, C., Brant, J. (2001) Using E-mail in Foreign Language Teaching: Rationale and Suggestions. The Internet TESL Journal, VII(3) http://iteslj.org/Techniques/Meloni-Email.htmlGoogle Scholar
Gray, R.Stockwell, G. (1998) Using computer-mediated communication for language and culture acquisition. On-CALL, 12(3): 2.Google Scholar
Ioannou-Georgiou, S. (1999) Synchronous computer mediated communication. In: Cameron, K. (ed.), CALL & the Learning Community. Exeter: Elm Bank Publications, 195–208.Google Scholar
Ishida, T. (1995) E-mail for distance Japanese language learning and teacher training. In: Warschauer, M. (ed.), Virtual connections: Online activities & projects for networking language learners. Honolulu: University of Hawai'i Press, 185–186.Google Scholar
Itakura, H. (2004) Changing cultural stereotypes through e-mail assisted foreign language learning. System, 32: 37–51.CrossRefGoogle Scholar
Itakura, H.Nakajima, S. (2001) Teaching Japanese education for the era of IT: Research findings from an e-mail project between Hong-Kong and Kagoshima. Current report on Japanese-Language Education Around the Globe, 6: 227–240.Google Scholar
John, E. S.Cash, D. (1995) German language learning via email: a case study. ReCALL, 7(22): 47–51.CrossRefGoogle Scholar
Kabata, K.Edasawa, Y. (2011) Tandem language learning through a cross-cultural keypal project. Language Learning & Technology, 15(1): 104–121.Google Scholar
Kano, Y. (2004) Going beyond the classroom with videoconferencing and internet discussion forum: Effective use of peer editing from Japanese college students. Current report on Japanese-Language Education Around the Globe, 7(3): 239–256.Google Scholar
Knight, P. (2005) Learner interaction using email: the effects of task modification. ReCALL, 17(1): 101–121.CrossRefGoogle Scholar
Kötter, M. (2003) Negotiation of meaning and codeswitching in online tandems. Language Learning & Technology, 7(2): 145–172.Google Scholar
Marden, M. P. (2007) Integrating intercultural email communication and the TV news in the foreign language classroom. CALL-EJ Online, 8(2): 1–9.Google Scholar
Pasfield-Neofitou, S. E. (2012) Online communication in a second language: Social interaction, language use, and learning Japanese. Bristol: Multilingual Matters.CrossRefGoogle Scholar
Radicati, S. (2011) Email statistics report. Radicati Group http://www.radicati.com/wp/wp-content/uploads/2011/05/Email-Statistics-Report-2011-2015-Executive-Summary.pdfGoogle Scholar
Rooks, M. J. (2008) A unique opportunity for communication: an intercultural email exchange between Japanese and Thai students. CALL-EJ Online, 10(1): 1–14.Google Scholar
Stockwell, G. (2003) Effects of topic threads on sustainability of email interactions between native speakers and nonnative speakers. ReCALL, 15(1): 37–50.CrossRefGoogle Scholar
Stockwell, G. (2004) Communication breakdown in asynchronous Computer-Mediated Communication (CMC). Australian Language & Literacy Matters, 1(3): 7–10.Google Scholar
Stockwell, G.Harrington, M. W. (2003) The incidental development of L2 proficiency in NS-NNS email interactions. CALICO Journal, 20(2): 337–359.CrossRefGoogle Scholar
Stockwell, G.Levy, M. (2001) Sustainability of e-mail interactions between native speakers and nonnative speakers. Computer Assisted Language Learning, 14(5): 419–442.CrossRefGoogle Scholar
Stockwell, G.Stockwell, E. S. (2003) Using email for enhanced cultural awareness. Australian Language Matters, 11(1): 3–4.Google Scholar
Takahama, J. (2010) Follow-up to a classroom email project: Continuation or non-continuation of email interactions between non-native speakers and native speakers of Japanese. Unpublished Masters Project, Monash University, Melbourne.Google Scholar
Tella, S. (1992) Talking shop via e-mail: A thematic and linguistic analysis of electronic mail communication. Helsinki: University of Helsinki.Google Scholar
Thorne, S. L. (2003) Artifacts and Cultures-of-Use in Intercultural Communication. Language Learning and Technology, 7(2): 38–67.Google Scholar
Torii-Williams, E. (2004) Incorporating the use of e-mail into a Japanese language program. (Current Report on Japanese-Language Education Around the Globe), 7(3): 227–237.Google Scholar
Ushioda, E. (2000) Tandem language learning via e-mail: from motivation to autonomy. ReCALL, 12(2): 121–128.CrossRefGoogle Scholar
Ware, P. (2005) “Missed” communication in online communication: Tensions in a German-American telecollaboration. Language Learning & Teaching, 9(2): 64–89.Google Scholar
Woodin, J. (1997) Email tandem learning and the communicative curriculum. ReCALL, 9(1): 22–33.CrossRefGoogle Scholar
Yoshimura, Y.Miyazoe-Wong, Y. (2005) Japanese interaction in a virtual classroom – An invitation to the e-mail exchange class. In: Takahashi, R., Miyazoe-Wong, Y., Yamaguchi, T. and Leung, M. (eds.), Global Networking in Japanese Studies and Japanese Language Education, Vol. 2. Hong Kong: Honkon Nihongo Kyooku Kenkyuukai, 171–181.Google Scholar
Yoshinari, Y. (1998) The Internet as an English educational resource. Dokkyo University Studies in Foreign Language Teaching, 17: 305–310.Google Scholar