Using an E‐Mail Exchange to Promote Cultural Learning

Hertel, Tammy Jandrey

doi:10.1111/j.1944-9720.2003.tb02121.x

Cited by 28 publications

(15 citation statements)

References 10 publications

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“…The use of multimedia (e.g., the Internet, e-mail, DVDs, radio broadcasts, and L2 satellite television programs) can provide an interactive framework for incorporating Cultures Standards 2.1 and 2.2 into the language classroom. Both Lee (1997) and Hertel (2003) discussed the role of the Internet in integrating culture into the foreign language classroom. Hertel (2003), for example, described the use of an email exchange program to promote cultural learning between a university-level beginning Spanish class in the United States and an intermediate English as a second language (ESL) class in Mexico.…”

Section: Discussionmentioning

confidence: 99%

Integrative Motivation as a Predictorof Success in the Intermediate Foreign Language Classroom

Hernandez

2006

Foreign Language Annals

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This study investigates the ability of three variables—integrative moti vation, instrumental motivation, and the need to fulfill a university foreign language requirement—to predict: (1) scores on a simulated oral proficiency interview (SOPI) and (2) the desire to enroll in a foreign language after fulfilling the language require ment. Analysis of data from a questionnaire and a SOPI administered to 130 students completing their fourth‐semester Spanish course identified integrative motivation as a significant predictor of both SOPI scores and students' desire to continue studying Spanish beyond the four‐semester foreign language requirement. A negative relation ship was also found between the need to fulfill the language requirement and an inten tion to continue with further studies in Spanish. The findings support a focus on class room activities that enhance integrative motivation as a means of increasing student success in the foreign language classroom.

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Section: Discussionmentioning

confidence: 99%

Integrative Motivation as a Predictorof Success in the Intermediate Foreign Language Classroom

Hernandez

2006

Foreign Language Annals

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“…Researchers investigated the role of computer network in the language classes that it was operated by microcomputer and also use for the concept of communicative competence, the notional/functional syllabi, and language teaching methodologies based on the Communicative Approach (Tell & Kelm, as cited in Liaw, 1998, p. 336). Survey showed that network computers can improve students writing skills (Hertel, 2003). Kroonenberg (1995) claim that second language learners, who were shy and lacked confidence in speaking in class can express themselves by using computer media.…”

Section: The Role Of the Computers On Language Learners Communicationmentioning

confidence: 99%

Social Networks for Language Learning

Derakhshan¹,

Hasanabbasi²

2015

TPLS

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Abstract-Social networks play indispensable roles in fostering second language learning by providing a wide array of authentic materials. The purpose of this review is to consider social networks, such as Facebook, Electronic mail, Computer media which are proven to be effective to increase students' learning English out of the classes. Social networks facilitate students' interaction to share their ideas, and provide an opportunity for learners to experience online tools to foster their learning skills. It was realized that these online tools (e.g. Facebook, Email, and Computer media) can be used to improve students' language skills especially writing skill. Internet tools help the second language learners to accelerate their learning by being up-to-date and selfdirected. In this paper, the literatures were reviewed to find positive aspects of using Facebook to improve second language learning. The researchers also pointed out that second language is learned incidentally and directly from second language speakers of different culture via Emails. Students can use e-mail to communicate with their teachers and with second language speakers or native speakers. Computer media are also useful means to guide those learners who are passively focused on English learning. The review would conclude that social interaction via social networks is a kind of stimulus for learners to communicate with others.

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“…Studies have shown that asynchronous CMC with native speakers in foreign language classrooms is a valuable tool for language learning (Abrams, 2003;Beauvois, 1997;Call & Sotillo, 1995;Hertel, 2003;Oliva & Pollastrini, 1995;Schwartz, 1993) placing the language learners in contact with real audiences, and providing them with authentic language experiences (Urdal, et al, 1996). Studies have also shown that asynchronous CMC is a useful means for promoting cross-cultural communication, although it may sometimes hinder learners' perceptions of the target culture (Meagher & Castan˜ os, 1996) and may even impede intercultural communication (Ting-Toomey, 1999).…”

Section: Introductionmentioning

confidence: 99%