Electronic mail and language learning and teaching

Electronic mail (email) can be used in a variety of language learning and teaching contexts. As well as being generally cheap and fast, it allows authentic communication with a speaker of the target language.

Email correspondence helps language learners to:

• enhance their communication skills
• gain first hand knowledge of others, other countries and other cultures,
• develop strategies for autonomous language learning,
• familiarise themselves with Communication and Information Technologies (C&IT).

Email writing is a hybrid form of discourse, combining features of both spoken and written genres, and, therefore, has the potential to help improve language learners' oral skills. However, email writing is essentially written discourse where learners do not benefit from non-verbal clues (a step towards remedying this is the use of 'smileys').

In a language learning situation students write in the target language and have their work read, corrected and sent back to them almost immediately. Email lends itself well to learning by correction since the original message can easily be sent back corrected and commented upon, if partners have agreed that this should be the case. Email-partners who write in the target language will give learners the chance to read authentic language and to copy words, expressions and grammatical structures when replying. The principle can be extended to 'Tandem Learning', where both correspondents benefit from each other's knowledge of a different language.

It is important that learners take responsibility for their learning, that they reflect on language use and make use of resources such as grammar books or dictionaries. Encouraging students to reflect throughout their learning experience is paramount and learners can benefit greatly if, during their email exchange, they:

• do not hesitate to ask for help and information
• use the partner's language as a model,
• accept to be corrected,
• understand their mistakes.

Email can also be used merely as a research tool where the prime objective is to seek and obtain information, for example as part of an intercultural studies course. In some institutions, email is used extensively for language learning advising, where learners are encouraged to learn independently but can consult with a Language Advisor using email.

There are important organisational and technical parameters to consider before setting up email writing projects. First of all, it should not be assumed that all learners have access to a computer (!) and, if they do, they may not have easy access to email. Secondly, not all computer users are email-literate. Although most email software packages are now very user-friendly, there are still functions that are not 'naturally' exploited by all users. On the technical side, in some institutions, networks are not always stable and servers that are too often down or computers that too often crash can be quite frustrating for learners who will have learnt to expect their mail to reach their target almost instantaneously.

There must be technical support readily available and close monitoring of the learning process by teachers throughout the project. Learners need training in the use of email to be able to operate effectively in semi-independent environments such as those usually created in email writing projects. This includes not only hints, such as mechanisms of correction or note taking, but also making learners aware of the underlying principle of learner autonomy, so that they are able to gain maximum benefit from the experience.

BIBLIOGRAPHY:

Aitsiselmi, F. (1999) Second language acquisition through email interaction. WELL (eds.) ReCALL electronic version.

Hoffmann, R. (1994) Powerful, personal: electronic mail and the L2 writing process. ReCALL 6:2, pp. 53-62.

Little, D. and Brammerts, H. (1996) eds. A guide to language learning in tandem via the Internet. CLCS Occasional Paper No 46. Dublin: Trinity College, Centre for Language and Communication Studies.

Little, D. and Ushioda, E. (1998) Designing, implementing and evaluating a project in tandem language learning via email. ReCALL 10:1, pp. 95-101.

Makin, L. (1994) Learner telesupport: language advising by e-mail. In 'Self Access and the Adult Language Learner'. CILT.

St. John, E. and Cash, D. (1995) German language learning via email: a case study. ReCALL 7:2, pp. 47-51.

Vilmi, R. (1994) Helsinki University of Technology E-Mail Writing Project. Conference paper. EUROCALL 94. Karlsruhe.

Woodin, J. (1997) Email tandem learning and the communicative curriculum. ReCALL 9:1, pp. 22-33.

last updated 26th December 1999

Authors: Eric BEL and Angelika FLYNN