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研究生：	呂秋霞 Qiuxia Lu
論文名稱：	運用「跨文化電子郵件交換計畫」增進台灣國中生英語學習及文化認知之個案研究：以十七位國中生為例 The Effects of Using Cross-cultural E-mail Exchange Projects on Developing Taiwanese Junior High School Students’ Linguistic Skills and Cultural Awareness:A Case Study of Seventeen Junior High School Students
指導教授：	陳浩然 Chen, Hao-Jan
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2003
畢業學年度：	91
語文別：	英文
論文頁數：	123
中文關鍵詞：	文化意識、電子郵件與英語教學
英文關鍵詞：	Cultural Awareness, E-mail and English Teaching
論文種類：	學術論文
相關次數：	點閱：550 下載：37
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中文摘要
為提供國中學生真實的英語溝通對象，增加對目標文化（target culture）的認識與了解，進而達到對本國文化（local culture）的內省，以減少語言溝通時產生的誤解，研究者設計了三個跨文化電子郵件交換計畫進行研究。
本研究旨在 (1)探討跨文化電子郵件交換計畫對提升國中學生英語學習動機、英語溝通能力、英語讀、寫技巧的幫助； (2)了解參加學生對於老師所指定的交換主題及交換信件數的看法； (3)調查參加學生在進行跨文化電子郵件交換計畫過程中，所遭遇的困難及解決之道； (4)觀察參加學生在透過電子郵件(e-mail exchange)及傳統郵包 (snail-mail package exchange) 的交換過程中，文化意識 (cultural awareness) 發展的情形。本研究歷時近三個月，有十七名國一至國三的學生參與，跟匹茲堡、伊利諾及瑞典三個組群的學生做電子郵件及文化包裹的交換；資料蒐集方式包括計畫前、計畫後問卷、電子郵件內容之分析、訪談及觀察。
研究結果發現，跨文化電子郵件交換計畫對提升國中學生英語學習動機、英語溝通能力、英語讀、寫技巧是很有幫助的。而參加學生對於老師所指定的交換主題及交換信件數大致感到滿意。參加學生在參與跨文化電子郵件交換計畫過程中，所遭遇的困難是：(a)語言或文化困難：包括生字(unfamiliar words)、英文表達(expression)、拼字(spelling)、翻譯(translation)問題；(b) 時間不足(insufficient time)：因為其他課業壓力，以致於沒有足夠時間做這些計畫的問題；(c) 電腦技巧(computer skills)：因為害怕電腦中毒及使用電子郵件技巧不足的問題；(d) 堅持度不足(weak commitment)：包括參與者本身的延遲回信和筆友的無回應問題。參加學生針對以上困難的解決之道是：除了自己查字典、課本或上網搜尋相關資訊以外，老師、同學、家人及朋友扮演不同的角色，提供他們很大的幫助，例如：文法字彙校正者(grammar and vocabulary proofreader)，信件截止提醒者(letter deadline reminder)，書信格式教導者(letter format instructor)，鼓勵者(encouragement provider)，網路禮儀及目前狀況告知者(netiquette and currant situation informant)，電腦技術的協助者(computer technical assistant)，寫作的建議者(writing advisor)，筆友信件內容的討論者(discussant of e-pals’ correspondence)，英文表達的建議者(English expression advisor)，相關資訊及文化郵包禮物的收集者(related information or snail-mail gift exchange collector)和翻譯者 (translator)。此外，有關於文化的學習，透過電子郵件、文化包裹及錄影帶的交換，參加學生不但從中描繪出目標文化(target culture)的影像，也反思了本土的文化(local culture)觀念，進而修改了不當的文化刻版印象，提升溝通的技巧及能力。在結論中，本研究除了提供一些能更有效地促進「跨文化電子郵件交換計畫」的建議外，也建議將來能有更多的研究者進一步去探究「跨文化電子郵件交換計畫」對語言及文化學習的效益。本研究仍有些限制與不足，但希望能給目前國中英語教學及未來的研究一些啟示。

Abstract
This thesis investigated the effect of using cross-cultural e-mail exchange projects on enhancing junior high school students’ language and culture learning. There were seventeen Taiwan participants, from grade 7th to grade 9th, exchanging e-mail and cultural packages with students in three distance groups (Pittsburgh, Illinois, Sweden).
The projects were conducted for nearly three months. E-mail messages, pre-project questionnaires, post-project questionnaires, interviews, and researcher’s observations were gathered and analyzed to yield insights into the junior high school students’ development of cultural awareness, enhancement of linguistic skills, perceptions of the adequacy of exchange quantity and topics, and both difficulties and solutions to such difficulties while doing the three cross-cultural e-mail exchange projects.
The finding show that cross-cultural e-mail exchange projects are beneficial for enhancing junior high school students’ English learning motivation, communicative competence, reading and writing skills. The findings also show that most of the participants feel satisfied with the designated exchange topics and quantity. These participants’ difficulties are (a) linguistic or cultural difficulties, which included unfamiliar words, expression problems, spelling problems, and translation problems; (b) insufficient time, i.e. insufficient time to do the projects given the pressure of other school work; (c) computer skills i.e. fear of computer viruses and insufficient skill in writing e-mail; and (d) commitment difficulties, i.e. participants’ delayed response to their key pals or lack of response from their e-pals. And their solutions to such difficulties are consulting dictionaries, consulting textbooks, or getting on the Internet to search for related information. In addition, teachers, classmates, family, and friends were very helpful to them during the exchanges, in playing differing roles, such as grammar and vocabulary proofreader, letter deadline reminder, letter format instructor, encouragement provider, netiquette and currant situation informant, computer technical assistant, writing advisor, discussant of e-pals’ correspondence, English expression advisor, related information or snail-mail gift exchange collector, and translator. As for the development of cultural awareness, the exchanges through e-mail, snail packages, and videotape not only help these participants form images of these target cultures, but also reflect cultural images of themselves. Moreover, the development of cultural awareness prevents the participants’ perpetuation of false stereotypes and further increases their communication skills. This thesis concludes with suggestions for more effective cross-cultural e-mail exchange projects and for further research on such projects to enhance junior high school students’ language learning.

TABLE OF CONTENTS
CHINESE ABSTRACT……………………………………………………………….i
ABSTRACT…………………………………………………………………………...ii
ACKNOWLEDGEMENTS…………………………………………………………..iii
TABLE OF CONTENT……………………………………………………………....iv
LIST OF TABLES…………………………………………………………………...vii
LIST OF FIGURES…………………………………………………………………viii
CHAPTER ONE   INTRODUCTION
1.1 Background and Motivation…………………………………………………1
1.2 Purpose …………….……………………………………….………………4
1.3 Definition of Terms…………………………………………………………4
1.4 Organization … …………………….………………………………………5
CHAPTER TWO   LITERATURE REVIEW
2.1 The Advantages of Using E-mail as a Tool in an English Classroom……….6
2.2 Previous Researches on Applying E-mail to EFL/ESL Learning in Improving
       EFL/ESL Students’ Motivation,, Communicative Competence, and
       Linguistic Skills and in Developing EFL/ESL Cultural Awareness…...10
2.2.1 Research on Using E-mail Exchanges in Improving EFL/ESL students’ Motivation, Communicative Competence and Linguistic Skills……………………………………………………………….11
2.2.2 Research on Using E-mail Exchanges in Improving EFL/ESL Students’ Cultural Awareness……………………………………...15
2.3 Student’s Difficulties and Instructors’ Roles While Doing the E-mail Exchange Projects………………………………………………………...18
2.3.1 Student’s Difficulties………………………………………………...18
2.3.2 Instructors’ Roles……………………………………………………21
2.4 Decision of Topics…………………………………………………………..23
2.5 Research Questions…………………………………………………………25
CHAPTER THREE   METHODOLOGY
3.1 Participants………………………………………………………………….27
3.1.1 Taiwan Participants………………………………………………….27
3.1.2 E-pals………………………………………………………………...29
3.2 Activities……………………………………………………………………31
3.2.1 Pittsburgh Project……………………………………………………31
3.2.2 Illinois Project……………………………………………………….32
3.2.3 Sweden Project………………………………………………………33
3.3 Procedures…………………………………………………………………..33
3.4 Research Instruments……………………………………………………….35
3.5 Data Analysis ………………………………………………………………35
   3.5.1 The Compleat Lexical Tutor V. 2: 1000 Vocabulary Levels Tests On-line……………………………………………………………….35
   3.5.2 Pre-project Questionnaire and Post-project Questionnaire…………...36
   3.5.3 Researcher’s Observations on the Exchange Process and Participants’ E-mail Messages……………………………………………………..37
   3.5.4 Group Interviews……………………………………………………...37
CHAPTER FOUR   RESULTS AND DISCUSSION…
4.1 The Effect of Using Cross-cultural E-mail Exchange Projects on Motivating the Participants’ English Learning and on Improving Participants’ English Communicative Competence, Reading Skills, and Writing Skills……….38
   4.1.1 Participants’ Perceptions of the Effect of Using Cross-cultural E-mail Exchange Projects on Motivating English Learning………………..39
   4.1.2 Participants’ Perceptions of the Effect of Using Cross-cultural E-mail Exchange Projects on Improving English Communicative Competence, Reading skills, and Writing Skills…………………………………..44
4.2 Participants’ Perceptions of the Adequacy of the Designated Exchange Quantity and Topics of the Three Cross-cultural E-mail Exchange Projects 52
4.3 Participants’ Difficulties and Their Solutions to the Difficulties While Doing the Three Cross-Cultural E-mail Exchange Projects………………………57
4.4 Participants’ Development of Cultural Awareness by Using E-mail and Snail-nail Exchanging……………………………………………………...61
   4.4.1 Participants’ Perceptions of the Development of Cultural Awareness..61
   4.4.2 Researchers’ Observations on Participants’ Development of the Cultural Awareness through the Exchanging E-mail Messages and Interview Survey of E-mail Exchanges and Snail-mail Package Exchanges…………………………………………………………….65
CHAPTER FIVE   CONCLUSIONS
5.1 Summary of the Findings…………………………………………………...80
   5.1.1 The Effect of Using Cross-cultural E-mail Exchange Projects on Motivating the Participants’ English Learning and on Improving Participants’ English Communicative Competence, Reading Skills, and Writing Skills…………………………………………………………80
5.1.2. Participants’ Perceptions of the Adequacy of the Designated Exchange Quantity and Topics of the Three Cross-cultural E-mail Exchange Projects…………………………………………………….82
5.1.3 Participants’ Difficulties and Their Solutions to the Difficulties While Doing the Three Cross-cultural E-mail Exchange Projects…………..83
5.1.4 The Effect of Using E-mail and Snail-mail Exchanges on Developing Participants’ Cultural Awareness……………………………………..85
5.2 Pedagogical Implications…………………………………………………...86
5.3 Limitation of the Thesis…………………………………………………….86
5.4 Suggestion for Future Projects and Research………………………………87
REFERECES……………………………………………………………………….91
APPENDICES
Appendix A Pre-project Questionnaire……………………………………………101
Appendix B The Compleat Lexical Tutor V. 2: 1000 Vocabulary Levels Tests On-line…………………………………………………………………103
Appendix C General Information about the Project in Pittsburgh………………….104
Appendix D-1 Pittsburgh Project…………………………………………………...106
Appendix D-2 Illinois Project………………………………………………………107
Appendix D-3 Sweden Project……………………………………………………..108
Appendix E Netiquette Teaching…………………………………………………...109
Appendix F Post-project Questionnaire…………………………………………….110
Appendix G-1 Cross-cultural E-Mail Exchange Project Interview Sheet (A)……..113
Appendix G-2 Cross-cultural E-Mail Exchange Project Interview Sheet (B)……...114
Appendix H Participants’ Response to Item 14 in the Post-project Questionnaire…115
Appendix I New Words the Participants Learned from Their E-pals………………116
Appendix J New Sentences the Participants’ Learned from Their E-pal…………...118
Appendix K Participants’ E-mail Message With Digital Food Picture……………..119
Appendix L Samples of Snail-mail Packages………………………………………120
LIST OF TABLES
Table                                                            Page
1 Background Information of the Taiwan Participants…………………………29
2 Results of the 1000 Vocabulary Level Tests………………………………….29
3 Information About the Cooperative Classroom………………………………31
4 Means of Participants’ Expectations of the Cross-cultural E-mail Exchange Project…………………………………………………………….…………..39
5 Percentages Showing Participants’ Expectations of the Cross-cultural E-mail Exchange Project……………………………………………………………..40
6 Means of Participants’ Enthusiasm for the Cross-cultural E-mail Exchange Project…………………………………………………………………………41
7 Percentages Showing Participants’ Enthusiasm for the Cross-cultural E-mail Exchange Project………………………………………………………………41
8 Means of Participants’ Perception of the Efficacy of Exchanging E-mail to Improve English Communicative Competence and English Writing Skills……45
9 Percentages Showing Participants’ Perception of the Efficacy of Exchanging E-mail to Improve English Communicative Competence and English Writing Skills……………………………………………………………………………45
10 Means of Participants’ Perception of Their Improvement in English Writing Skills or Communicative Competence…………………………………………47
11 Percentages Showing Participants’ Perception of Their Improvement in English Writing Skills or Communicative Competence………………………………..47
12 Participants’ Opinions of the Designated Quantity of Letters…………………52
13 Participants’ Opinions of the Adequacy of Five Designated Topics…………..53
14 Participants' Perception of the Difficulty of Writing the Five Topics………….54
15 Eight Kinds of Difficulties the Participants Confronted While Doing the Projects and Their Solutions to Such Difficulties………………………………………..58
16 Teacher, Classmates, Family, and Friends’ Differing Helping Roles…………...59
17 Means of Participants’ Cultural Awareness and Perceptions of using Cross-cultural E-mail Exchange Project as a Tool to Develop Cultural Awareness ………………………………………………………………………62
18 Percentages Showing Participants’ Cultural Awareness and Perceptions of using Cross-cultural E-mail Exchange Project as a Tool to Develop Cultural Awareness……………………………………………………………………….63
19 Means of Participants’ Cultural Awareness Development after the E-mail Exchange Projects………………………………………………………………64
20 Percentages Showing Participants’ Cultural Awareness Development after the E-mail Exchange Projects………………………………………………………65
21 Quantities and Length of the Participants’ E-mail Messages…………………...66
LIST OF FIGURES
Figure                                                           Page
Participants’ Perception About the Difficulty of the Five Writing Topics…………...54
                                

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