Email Communication and Language Learning at University - An Australian Case Study

Abstract

This paper discusses a project involving the use of email exchanges between non-native speakers (NNS) in the Italian program at the Australian National University (ANU). Approximately eighty students, spanning beginners' to advanced level, participated in two iterations of a one-to-one email conversation in 2000. The underpinning rationale for the use of email was to promote interaction in the foreign language. We describe the language and content of the messages constructed by students in terms of the following features: • the effects of email conversation on participation and engagement of the learners • the effects of the spatial, temporal and psychological distance inherent in email communication • the hybrid nature of electronic communication which is situated between written and spoken discourse • the relationship of the formal and content aspects of electronic communication • the creativity in expression of the language produced. We discuss the ramifications the use of email communication can have for teaching and learning languages. familiarity, we chose to incorporate the use of email into the teaching program across all levels of Italian. Second, since all students of Italian were to be involved, the asynchronous features of email, as opposed to either synchronous CMC or real-life meetings, were seen as more attractive. Sproull & Kiesler describe certain aspects of email communication which are highly relevant to a teaching and learning context which aims at fostering interaction. In their words, Ordinarily when people communicate, they aren't just exchanging information, they are projecting an image of themselves. This knowledge can make them shy in front of others, especially those whose respect they most desire. Ephemerality and plain text in electronic mail reduce the fear of appearing foolish in front of others. By removing reminders of a possibly critical audience, electronic mail induces people to be more open. (Sproull & Kiesler, 1991, p. 42) They go on to raise a very important consideration relating to the social context of CMC, noting that "communication technologies weaken social differences apparent in face-toface communication" (Spr oull & Kiesler, 1991, p. 43). This social levelling is crucial in a teaching and learning context because interaction in language classes is often hampered by students' perceptions of their classmates: for example, "I can't possibly speak Italian in front of those people". Roed supports this position when she describes the electronic environment as one in which "there are no immediate [negative] reactions such as giggles or raised eyebrows" (Roed, 2003, p. 170). Turning to the specific context of languages education, in the last ten years the use of email communication has been successfully integrated into the teaching of languages at university level (Warschauer & Kern, 2000; Chapelle, 2001). This has profoundly altered the dynamics of interaction creating a learning environment which can be characterised as interactive and collaborative as well as student-cen...

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