| Incorporating Computer Mediated Communication | | | | 3. Why is the project conducted in a |
| (CMC) in English Language Teaching | | | | group-to-group basis? |
| Introduction: | | | | There are some important reasons why I have |
| The quick development of technology has | | | | chosen to conduct the project in a group-to-group |
| affected almost every aspect of our lives. It has | | | | basis. First of all, there are so many problems that |
| influenced the efficiency of communication | | | | are more likely to occur in e-mail exchange |
| between people as well as the methods of | | | | project when it is conducted in a |
| education. The existence of internet, often | | | | student-to-student basis. One of the most |
| abbreviated to the Net was and still a revolution in | | | | common problems is 'lack of response' either |
| the field of communication and it has recently | | | | because of the sudden absence of one of the |
| become an essential element in the field of | | | | students or because a student might not be |
| education. The Net has also become a thriving | | | | motivated enough by his/her keypal partner. It is |
| community with many millions of people | | | | also very difficult for a teacher to monitor the |
| exchanging information, ideas and opinions. Hence, | | | | work and to offer the same amount of help and |
| for language teachers involved in the | | | | advice when the project is done on a |
| communication process on a very basic level, it is | | | | student-to-student basis. On the other hand, the |
| the perfect medium. It saves them time and | | | | previously mentioned problems could be easily |
| effort and they can quickly and cheaply find | | | | avoided when the students are working |
| almost whatever materials they are looking for. | | | | collaboratively as a class or as groups. Secondly, |
| Teachers can also incorporate the use of the Net | | | | this project is the first of its kind to be conducted |
| in their teaching so that they create a motivating | | | | at the Language Centre and therefore, I have |
| atmosphere for their students and they provide | | | | decided to start with a less demanding version of |
| them with a special environment where they get | | | | it (group-to-group). Once the project has been |
| connected with their counterparts worldwide. | | | | done and has proven successful, more complex |
| This paper reports on the importance of | | | | versions will be applied. I have also chosen the |
| integrating new technology by means of using | | | | group basis because the authority of the |
| computer-mediated communication (CMC) into | | | | Language Centre encourages all the teachers to |
| classroom instruction. CMC as referred to in this | | | | promote and enhance the group work in their |
| paper is a comprehensive concept that mainly | | | | classes. Also, the efficiency of the facilities |
| focuses on e-mail, Keypalling and computer | | | | provided by the Language Centre has not been |
| conferencing. The paper begins with general | | | | tested in such a project before, so conducting the |
| discussion of some benefits of using CMC showing | | | | project in a group to group basis will give a good |
| examples from previous projects. In the second | | | | opportunity to test them and at the same time it |
| part, a sample project is proposed to show one | | | | would be easier to handle problems if any of |
| possible way of using CMC in language teaching. | | | | them occur than if the project was done on a |
| The last part of the paper gives a rational on the | | | | student-to-student basis. |
| proposed project and reasons for considering the | | | | 4. The Content |
| use of Key palling project in the Language Center | | | | From my experience as a teacher and in almost |
| at Sultan Qaboos University in Oman. | | | | all the classes I taught, I have noticed that |
| The benefits of using CMC in language teaching | | | | students are very much interested in computers |
| and some examples from the previous projects | | | | and internet and they are highly motivated to |
| (CMC) Computer Mediated Communication is | | | | work with any project as far as it is related to |
| defined as human interaction via computer | | | | the internet use. The materials of this project |
| networks and in online environments (Shulman, | | | | have been developed so as to serve the |
| 2000). It is also an interdisciplinary mix of | | | | students needs and to attract them to some |
| communication, technology, education, and | | | | new aspects of using the internet in education. |
| journalism (ibid). The term (CMC) was first | | | | Incorporating such materials in the project will |
| invented and coined by Hitz and Truff (1978) in | | | | encourage the students to learn on their own |
| their study of computer conferencing (Murray, | | | | whenever they use the internet outside the |
| 2000). Since then, the use of CMC has been | | | | classroom. The Materials have also been designed |
| developing in the field of ESL and EFL and it has | | | | to raise the students' motivation to writing by |
| become very popular during the 1990s due to the | | | | giving them opportunities to write for authentic |
| increasing use of the Internet in educational | | | | purposes and real audience. Moreover, the |
| institutions. | | | | materials promote the idea of writing as a |
| Many educators now are making computer | | | | process in that students build their writing step by |
| networks a part of their students' learning | | | | step making use of the comments and |
| experience (Bruce, 1991 cited in Liaw, 1998). The | | | | suggestions made by their keypal partners. Also, |
| computer learning networks are based on several | | | | the materials used in the project and the |
| types of computer mediated communication. | | | | strategies used to carry out the activities are |
| These can be generally classified into e-mail, | | | | very much similar to those the students will use in |
| synchronous and asynchronous conferencing | | | | the target working context after graduation. More |
| (Warschauer et. al. 1996; p. 2). Email is considered | | | | importantly, the materials help the students to |
| asynchronous since the recipient doesn't have to | | | | apply their study area knowledge in selecting and |
| be on-line but can read the message later. In | | | | organizing the necessary information. They will be |
| asynchronous conferencing the message is sent | | | | working on specific and controlled topics rather |
| from one person to many recipients. There are | | | | than general ones. This reduces the chance of the |
| two types of this; discussion lists which allow one | | | | students copying already-existing information. |
| message to be sent to thousands of e-mail | | | | 5. How the students are assessed? |
| addresses; and bulletin boards that allow a | | | | The students are assessed and given a grade on |
| message to be posted in a central place where | | | | their performance in the project. The ‘10%' |
| many people can access and read it. In | | | | grade seems fair considering the students work |
| synchronous conferencing, however, the message | | | | on the several writing and speaking tasks during |
| is sent instantly between one person and a group | | | | the project. The project plan shows two methods |
| of people who are all on-line like what happens in | | | | of assessment. By the first one, sending copies of |
| the chat rooms. | | | | their work to the teacher, the teacher is able to |
| ESL and EFL teachers have used CMC in many | | | | assess the student's awareness of the different |
| different ways and for many purposes. So many | | | | tasks of the project and how much he/she got |
| studies and research have acknowledged the use | | | | involved with them. Moreover, the teacher is able |
| of internet in general and CMC in particular. | | | | to make a judgment on whether the students' |
| Therefore, some teachers have implemented | | | | writing skill has improved or not. On the other |
| CMC projects locally within one group of students | | | | hand, the presentations assess the students' |
| or between two groups in the same institution, | | | | speaking skills. Each student should have taken |
| and some others have chosen to find partners | | | | part in the discussions, weather as a class or in |
| nationally or most popularly internationally. There | | | | the groups, and by the end; they should have |
| are lots of sample projects in which CMC was | | | | developed some confidence to speak. |
| used and proved successful. Looking at some of | | | | 6. The strengths of the project |
| these projects we can identify some of the | | | | Although this project is going to be carried out |
| major advantages of using CMC with language | | | | and organized between two universities within |
| students. The following are some of the main | | | | Oman which might looks like a disadvantage, it is |
| ones: | | | | actually one of the strong features of the project. |
| 1. Developing language skills and critical thinking: | | | | Teachers will have more chances to contact each |
| Computer-mediated communication seems to | | | | others by phone or to arrange a meeting in which |
| promote the development of language skills. As | | | | they organize all the important issues related to |
| far as writing is concerned, CMC is particularly | | | | the project. They could also do that throughout |
| important if we are to introduce the students to | | | | the project to make sure that everything is fine |
| the writing skill as a process. The traditional | | | | with both classes and even to suggest changes or |
| classroom environment doesn't usually allow | | | | new tasks which is really difficult to be done if the |
| enough opportunity for students to discuss their | | | | project was to be conducted with a class from |
| written work and give feedback to each other. | | | | outside Oman. Moreover, students share a |
| Computer-mediated discussions, however, provide | | | | common background and they study the same |
| the students with this opportunity. Leppanen and | | | | subjects and this could be made use of by the |
| Kalaja (1995) found that engaging students in | | | | teachers when planning for tasks or providing |
| on-line discussions on their written assignments | | | | examples. More than this is that students might |
| improved their written skills. They developed an | | | | develop friendship with their keypal partners and |
| ability of managing whole meaningful texts and | | | | continue to exchange ideas and plans even after |
| also learned to look at their work from different | | | | the project finishes which will in turn, contribute to |
| perspectives. Some other studies found that | | | | the improvement of their language and their ability |
| students work harder when writing to real reader, | | | | to socialize with others using the language. |
| for example, Fedderholt (2000) and therefore | | | | Another important aspect of this project is that it |
| their skills improve dramatically. In another | | | | is integrated into the overall English for Business |
| kepalling project initiated by the British Council | | | | course which makes the students more |
| between primary level pupils from two schools in | | | | committed to its tasks. The project also involves |
| Singapore and Birmingham, students proved to be | | | | much classroom discussion and encourages groups |
| more motivated and displayed a positive attitude | | | | to work independently from the teacher which is |
| towards writing (Ho, C.M. 1997). Moreover, analysis | | | | again fostering the students' autonomy and |
| of the electronic messages also showed a | | | | independent learning skills. A third feature of |
| maturity in pupils' cognitive development and | | | | strength, in my opinion, is that the project is |
| thinking skills over time in the type of questions | | | | conducted in a group-to-group basis, as mentioned |
| posed (ibid). It has also been claimed in another | | | | above, which could also be a positive |
| study that kepalling helps to develop general study | | | | characteristic of the project considering its |
| skills and critical thinking (Roberts, Rice and | | | | context. The content of the project is another |
| Thorsheim 1994, cited in Choi and Nesi, 1998). | | | | aspect of strength in that it has been chosen to |
| With regard to reading, the students get | | | | serve the students needs, suite the authority |
| enthusiastic to read what their key pals have | | | | standards, create a real authentic learning |
| written for them and hence they develop a sense | | | | environment for the students and to provide the |
| of reading for interest. Choi 1998, shows that | | | | students with learning situations very much |
| children's reading skills improved greatly as a result | | | | similar to what they will have in their target |
| of exchanging e-mails with their key pals. | | | | working contexts after graduation. |
| Qualitative studies in several online classrooms | | | | 7. The weaknesses of the project. |
| have described how students' reading and writing | | | | Asking the students to work individually would |
| processes became more collaborative and | | | | have made it more possible for the teachers to |
| purposeful as students engage project-oriented | | | | know that students are actually doing what they |
| research and writing for real audience (Barson et | | | | are supposed to do. Conducting the project in a |
| al , 1993, cited in Warschauer 1996). | | | | group-to-group basis however makes that a bit |
| Several studies also show that students speaking | | | | difficult. Teachers would find it easy to know who |
| skills improve when engaged with activities based | | | | participates in the class discussion. On the other |
| on CMC. Chun (1991) found that computer | | | | hand, and since the projects requires the students |
| communication proved itself as a medium for | | | | to work out of the classroom, it would be difficult |
| facilitating the acquisition of interactive skills in | | | | for the teacher to make sure that all members |
| speaking. Barson et al (1993, cited in Warschauer | | | | of a group are actually working unless he asks to |
| 1996, p.6) show that when they combined | | | | see each one's work every lesson which is time |
| computer communication with a task-based | | | | consuming. Another weakness is that students |
| approach to language learning, it did not only | | | | haven't taken any obvious role in the planning and |
| enhance interaction via computer but also resulted | | | | the designing phases of this project, otherwise, it |
| in a very active verbal collaboration as well. | | | | would have been more effective and appropriate |
| 2. Creating real natural atmosphere for learning | | | | for them. |
| the language and increasing the students' | | | | 8. Possible problems |
| motivation | | | | Conducting CMC projects in general and e-mail |
| One of the very important features of CMC is | | | | exchange in particular has some problems in |
| that it provides the students with authentic | | | | common. It requires a careful pre-plan and a well |
| opportunities for real natural communication. This | | | | preparation on the side of students and teachers |
| authentic sense of language communication | | | | as well. The following are some examples of the |
| requires students not only to read and write, but | | | | possible problems of e-mail exchange project: |
| also to respond to the writing of others, which | | | | # Technical problems like those related to |
| fosters a sense of personal engagement and | | | | the internet (the server could be down), the |
| discovery essential to successful language learning | | | | software and hardware of computers, typing and |
| (Peterson, 1997). Therefore, it creates optimal | | | | difficulty accessing equipments (Kung, 2000). |
| conditions for learning to read and write, since it | | | | # Lack of response |
| provides an authentic audience for written | | | | # The partner teacher might not have the |
| communication. Li (2000; 230) states that: | | | | same understanding of the nature of the project, |
| ‘writing via e-mail creates authentic purpose | | | | and working through differences can cause |
| and audience for writing, which are elements | | | | further delays. |
| often lacking in the traditional writing classes'. | | | | # Difficulties in scheduling the computer labs |
| Indeed when the student know that what they | | | | and difficulties for the students to find computers |
| are writing is going to be read by interested | | | | outside the classroom to continue their activities. |
| readers, this gives them motivation not only to | | | | In order to avoid the previous problems, teachers |
| write but also to improve their writing so that it | | | | who are involved in the project should contact |
| will be interesting and understood by their readers. | | | | each other before the project starts. They should |
| Giving the students the opportunity to practice | | | | work together to arrange the kind of tasks and |
| their language in authentic setting also improves | | | | activities for the project and to set logical and |
| their communication skills. Lin Ho (1997) claims that | | | | feasible goals for it. They should cooperate |
| her students' communication skills improved as a | | | | throughout the course and try to make the |
| result of working collaboratively on a project with | | | | objectives of the project clear to their students. |
| a class from another country via e-mail. In a | | | | More importantly, they should agree on a unified |
| similar study, Liaw (1998) noticed good | | | | method of teaching and on a certain pace so that |
| improvement in her students' communication skills. | | | | the two classes are working consistently without |
| Some research suggest that online learning | | | | any delay. With regard to the technical problems |
| activities are generally quite motivating for | | | | or malfunctions, teachers should establish a |
| language learners, in part because learners feel | | | | connection with high tech experts to support |
| they are gaining technical skills which will prove | | | | them when any problem exists. The teachers |
| beneficial in the future (Warschauer, 1996). | | | | should also arrange the schedule of the computer |
| Learners are also motivated by the opportunity | | | | labs so that students could have the chance to |
| to work collaboratively in groups and create their | | | | work in these labs after the class time in order to |
| own projects that reflect their own interests. | | | | enable them to complete their work. Lack of |
| Moreover, being involved in some CMC activities | | | | response could be avoided right from the |
| like kepalling develops the learners' sense of | | | | beginning by encouraging the students to know |
| awareness of the intercultural concerns, and of | | | | some background information about their keypal |
| their being part of dynamic, international, global | | | | partners so that both classes become more |
| community which in turn, motivates them even | | | | motivated and involved in the project. Also, |
| more and raises their curiosity to know more | | | | teachers should advice their students to respect |
| about the cultures of their key pals. | | | | their keypal partners and to try to develop |
| 3. Encouraging students' autonomy and improving | | | | friendship with them. |
| their learning skills | | | | 9. Why should Keypalling projects be considered in |
| Warschauer (1995, cited in carrier, 1997, p284) | | | | language teaching at SQU? |
| claims that one of the benefits of e-mail | | | | Before I became a teacher at Sultan Qaboos |
| is that it empowers students for independent | | | | University, I was a student in it and I could see |
| learning. When integrating CMC in language | | | | how students are obsessed with technology, |
| instruction, the teacher is no more the central | | | | computers and internet. As students, we found it |
| focus in the learning process. Instead the students | | | | very difficult to find vacant computers to work |
| themselves become responsible for their learning. | | | | on our assignments though there are so many |
| Warschauer et al points out that: ‘the | | | | computer labs in the University. All that because |
| opportunity for students to communicate with | | | | most of the students were wasting their times |
| each other, inside or outside the class, can create | | | | on the chatting programs and the other useless |
| a new social dynamic based on student-student | | | | things on the net. After I became a teacher, I |
| collaboration, with the teacher as facilitator. The | | | | was involved in teaching computer skills to the |
| teacher, therefore, is not seen as the provider of | | | | students of Accounting Diploma and I could see |
| knowledge as it is the case in the traditional | | | | how interested they were in the projects we |
| setting, but he is helping the students to learn and | | | | were working on. I think that introducing the |
| monitor their learning. In a study conducted by | | | | students of the Language Centre to the Kepalling |
| Leppanen and Kalaja (1995), on using computer | | | | project will not only motivate them and improve |
| conferencing for introducing writing as a process, | | | | their computer skills, but will also change their look |
| they found that students dominated the | | | | at the internet so that it becomes an important |
| discussion and gave each other a great deal of | | | | supporter to them in their education and learning |
| feedback of different kinds (see appendix 1 for | | | | of English Language. The time they have been |
| sample discussion messages). Paramsks, (1993, | | | | wasting in the chatting rooms on the Net could be |
| cited in Warschauer et al 1996) sees that when | | | | consumed to work on something more useful and |
| the CMC projects are conducted in an international | | | | fruitful. Moreover, students will learn how to use |
| setting, they enhance students' autonomy even | | | | the internet to serve their own learning and this |
| more than when conducted locally. | | | | will not stop at the end of the project; it will |
| Lin Ho (1997) and Shulman (2000) reported on | | | | rather continue with them for the rest of their |
| two different projects between international | | | | lives. Based on this and on the previously given |
| groups of students and both of them showed | | | | evidence at the beginning of the paper, the |
| that the students' autonomy had increased | | | | authority of the Language Centre may take |
| dramatically during the projects. This autonomy | | | | further decisions on integrating the keypalling |
| that students gain has the potentiality of | | | | project in the courses they provide. |
| developing their learning skills and critical learning | | | | Conclusion: |
| perspectives. Boirsasky (1990, cited in | | | | "Key pals can be an extremely rewarding |
| Warschauer et al 1996, p.2) asserts that using | | | | experience for your students, but don't expect |
| CMC helps students become ‘active learners | | | | everything to go well the first time. Just like any |
| seeking solutions for their problems'. | | | | other aspect of your teaching, it will take some |
| 4. Promoting equality among learners and | | | | experience to discover the best implementation |
| increasing their participation | | | | for your own curriculum. Even with first-time |
| In the traditional classroom, many social and | | | | glitches, however, you can be sure that it will be |
| personal inequalities effect students' participation | | | | an experience that your students will not forget. |
| and overall production. There are groups of | | | | Don't be surprised to find some students |
| hesitant students, shy students, and weaker ones | | | | exchanging snail-mail addresses with their Key |
| who avoid interaction in the class in order not to | | | | pals, turning a virtual friendship into an actual one. |
| loose face. CMC, however, has the advantage of | | | | It happens!" |
| overcoming these inequalities through the | | | | Rob, 1996 (cited in Choi and Nesi 1998) |
| anonymity afforded by electronic discussions and | | | | Computer mediated communication has proven |
| exchanges. It also reduces static social context | | | | successful in so many studies and projects |
| clues related to race, handicap etc. (Sproull and | | | | previously conducted in the field of education. |
| Kiesler 1991, cited in Warschauer et all 1996, | | | | Kepalling project as an essential part of CMC does |
| p.5), it reduces dynamic social context cues such | | | | not only motivate students to take part in their |
| as hesitation (Finholt et all 1986, cited in | | | | language learning process; it also changes their |
| Warschauer et al 1996, p.6), and it allows students | | | | perception of the internet and provides them with |
| to contribute at their own time and pace (Selfe | | | | ongoing desires to learn as far as they are using |
| and Myre 1991, cited in Warschauer et al, 1996, | | | | the internet. However, conducting such a project |
| p.6). CMC also tends to feature more balanced | | | | needs a very careful plan and a well preparation |
| participation than face-to-face conversation, with | | | | on the side of teachers and students. I think that |
| less dominance by outspoken individuals. | | | | it would really be an extremely useful experience |
| Findings of some studies suggest that CMC can | | | | to implement and integrate the kepalling project in |
| be a useful tool for encouraging greater | | | | the overall English courses provided by the |
| participation of quiet or shy students and for | | | | Language Centre at SQU since it has got all sorts |
| creating alternatives to the traditional "IRF" | | | | of facilities and technical support required for the |
| discourse pattern which dominates most | | | | project. |
| classrooms (Warschauer, 2001). Many other | | | | References: |
| classroom studies have found that students' | | | | Carrier, Michael. 1997. ELT online: the rise of the |
| participation and written output increased in | | | | Internet. ELT Journal. 51. |
| electronic discussions. Shulman (2000) shows that | | | | Choi, J. and H. Nesi.1998. An account of a pilot key |
| students who were quiet and reluctant to | | | | pal project for Korean Children |
| participate in class were the most active | | | | Barson et al (1993). Foreign language learning using |
| participants in the internet project. Similarly, | | | | e-mail in a task-oriented perspective: |
| Hartman et al, 1991(cited in Warschauer 1996, p.6) | | | | Interuniversity experiments in communication and |
| found that less able and weaker writing students | | | | collaboration. Journal of Science Education and |
| not only communicated more during electronic | | | | Technology, 4(2), 565-584. |
| discussions, they also offered very useful | | | | Chun, M. D. 1994. Using computer networking to |
| comments to peers and end up producing better | | | | facilitate the acquisition of interactive competence. |
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| On the other hand though, the CMC can result in | | | | Fedderholdt, K. 2001. An email exchange project |
| some other kinds of inequalities and we, as | | | | between non-native and native speakers of |
| teachers, should not underestimate their negative | | | | English. ELT Journal 55/3 p. 273-80. |
| effects. Students with dominant personality traits, | | | | Gitsaki, C. and Taylor, R. 1999. Internet-based |
| more computer knowledge, or even better typing | | | | activities for ESL classroom. ReCALL. 11/1. p. |
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| | | | and writing skills through email exchange. The |
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| 1. Pedagogical Implications | | | | Jones. J. F. 2000. CALL and the responsibilities of |
| There are some pedagogical implications that | | | | teachers and administrators. ELT Journal. 55/4. p |
| should be taken into consideration in order to | | | | 360-366. |
| ensure the success of the project. As an | | | | Kung, S. 2002. A framework for successful |
| example for these implications, teachers who are | | | | key-pall programs in language learning. CALL-EJ |
| running the project should know well their fellow | | | | Online. 3/2 |
| colleagues as collaborators in the project and the | | | | Leppanen, S. and P. Kalaja. 1995. Experimenting |
| differing backgrounds of their schools and pupil | | | | with computer conferencing in English for |
| profiles (Ho, C.M. 1997).This will help a lot in laying | | | | Academic Purposes. ELT Journal. 49/1. p |
| the foundation necessary for building up ties for | | | | Li, Y. 2000. Linguistic Characteristics of ESL Writing |
| their respective students in the two Universities. | | | | in task-based e-mail activities. System. 28. p |
| Another implication is that teachers in both | | | | 229-45. |
| Universities should clearly work out the specific | | | | Liaw, M.L. 1998. Using electronic mail for English as |
| objectives of the course in order to prevent any | | | | a foreign language instruction. System. 26. p |
| overlap of study in the research to be carried out | | | | 335-51. |
| and also clarify how the final outcomes will benefit | | | | Murray, D. E. 2000. Protean communication: the |
| the pupils in both Universities (ibid). Not only | | | | language of computer-mediated communication. |
| teachers should be aware of the objectives of | | | | TESOL Quarterly. 34/3. p 397-419. |
| the course; students need to understand theses | | | | Nagel, P.S. E-mail in the virtual ESL/EFL Classroom. |
| objectives as well in order to be fully motivated | | | | The Internet TESL Journal, 1/7. 1999. |
| and involved in the course which will lead them to | | | | Peterson, M. 1997. Language teaching and |
| appreciate the course even more. The students | | | | networking. System. 25/1. p 29-37. |
| should also be informed about the procedures of | | | | Roberts, B. Rice, C. and Thorsheim, H. 1994. |
| implementing the course which in turn, guides and | | | | Education goals. IECC discussion |
| makes clear to them how much time and effort | | | | Shulman, M. 2000. Developing Global connections |
| are required at each stage of the project (ibid). | | | | through computer-mediated communication. The |
| 2. Preparing the students: | | | | Internet TESL Journal, Vol. VII, No. 6, June 2001 |
| The students of the two classes are given | | | | Warschauer, M. (1995). E-Mail for English teaching. |
| lessons of how to collect information by the | | | | Alexandria, VA: TESOL Publications. |
| means of questionnaires and interviews and this | | | | Warschauer, M. (1996). Motivational aspects of |
| will be done during the first week (look at | | | | using computers for writing and communication. In |
| Appendix 1 for more information about the | | | | M. Warschauer (Ed.), Telecollaboration in foreign |
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| decide on the preparation lessons so that both | | | | symposium. Honolulu, HI: University of Hawai'i, |
| classes are introduced to similar methods of | | | | Second Language Teaching and Curriculum Center. |
| collecting information. The students are also given | | | | Warschauer, M., Turbee, L., & Roberts, B. (1996). |
| an introduction about the purpose and objectives | | | | Computer learning networks and student |
| of the projects and asked for suggestions. A | | | | empowerment. System, 14(1), 1-14. |
| pre-planned preparation is needed to ensure the | | | | Warschauer, M. and K. Richard. (eds.) 2000. |
| success of the project. In this stage, aspects like | | | | Network-based Language Teaching: Concepts and |
| desk arrangements, teambuilding activities, fulfilling | | | | Practice.CUP. |
| individual roles to meet group goals and timed | | | | Warschauer, M. (2001). Online communication. In R. |
| task should be taken into consideration | | | | Carter & D. Nunan (Eds.), The Cambridge guide to |
| (Greenfield, Roseanne. 2003). | | | | teaching English to speakers of other languages |
| 3. The organization of the class | | | | (pp. 207-212). Cambridge: Cambridge University |
| Each class is divided into four groups so as to | | | | Press. |
| facilitate group work and assign different tasks | | | | Warschauer, M. and P.F. Whittaker1997. The |
| for each group when working on the tasks. There | | | | internet for English Teaching: guidelines for |
| should also be a representative/spokesman for | | | | teachers. TESL Reporter. 30/1. pp 27-33. |
| each group who will be responsible for his group | | | | |
| and make sure that the work is done on time so | | | | Appendix (1) |
| as not to cause any inconvenience or difficulties | | | | |
| for the key pal partner group. The class | | | | |
| configuration will vary each time as to suite the | | | | |
| requirements of the activities or tasks being | | | | |
| worked on. | | | | Appendix 2: B/ Detailed Explanation of some |
| 4. Group work within each class: | | | | of the lessons |
| In the first lesson, the teachers of both classes | | | | Week Two: Saturday Lesson for SQU Class |
| explain the overall project to their students and | | | | (Time: 1.30) |
| present the aims and objectives to them so that | | | | 1. The teachers in both classes will arrange all the |
| they are clear about the benefits of the project. | | | | groups so that each group has a partner group in |
| The class work starts by introducing the students | | | | the other class. Each group in SQU class will |
| to different ways of collecting information like | | | | receive an e-mail from its counterpart in Sohar |
| questionnaires and interviews. Then, both classes | | | | class. This e-mail will include background |
| are divided into groups of four and each group | | | | information about the students, the university, the |
| should appoint a spokesman or a leader. The | | | | subjects, the educational system and the |
| teachers explain to the students what they are | | | | teachers. The aim of this first e-mail is to create |
| required to do and teach them how to form | | | | a kind of rapport with the other class so that the |
| appropriate questions to be included in their | | | | students are motivated to work with their |
| questionnaires and interviews. Then, the students | | | | partner class. It is also meant to help the students |
| in each group are asked to prepare a sample | | | | in both classes to know some information about |
| questionnaire for certain topics. The groups in | | | | their partner class so that they have a kind of |
| both classes are asked to prepare a letter to | | | | background about each other. |
| their counterparts in the other class. In this letter, | | | | 2. After receiving this e-mail, the students in SQU |
| they should include some background information | | | | class would have some time to talk about their |
| on the University, course, the students..etc in | | | | partners in Sohar class. Then, they would |
| order to create a kind of rapport with their key | | | | compare their own e-mail (the first e-mail they |
| pal group partner in the other class. | | | | sent to Sohar class) with the first e-mail they |
| Then, the teachers should inform each group | | | | have got from Sohar class. |
| about the kind of tasks they are supposed to | | | | 3. In each group, students would have collected |
| deal with. After the group work is divided, the | | | | some information about different banks and bank |
| students start working in their respective groups. | | | | facilities using questionnaires, interviews and by |
| As the students will need to look for information | | | | gathering some publications from banks (they |
| about different facilities available in their | | | | were asked to prepare this task in the previous |
| Universities (like food and bank facilities), they | | | | lesson and they got a day off to do that). In each |
| have to meet and work outside the class to | | | | group, the students will discuss and analyze their |
| discuss their work and make it ready to present | | | | questionnaires and interviews and they will |
| in the next session. | | | | organize the information they have got. After |
| In the next session, the students put together | | | | that, there will be an open discussion in the class |
| the different parts of the whole work. First, they | | | | in which the representative of each group explains |
| discuss and give feedback on each other's work, | | | | to the other groups the kind of information |
| then they organize the layout of they have done. | | | | collected by his/her group. |
| Before sending the final work to the partner class, | | | | 4. Then, each group will transform its information |
| they show it to the teacher for comments. | | | | in either a chart or graph (what best suites their |
| More information about the kinds of activities | | | | organization). They already know how to do that |
| (details on weekly tasks) that would be included in | | | | because all of them took a course about the use |
| the project is available in the project timetable | | | | of Microsoft Office (including EXCEL, the program |
| (Appendix 1). | | | | used to produce these charts and graphs). |
| Rationale: | | | | 5. After finishing this, each group will show its |
| 1. Why conduct the project within Oman? | | | | work to the teacher and will get his comments on |
| One of the main obstacles of carrying out key | | | | what they have done. Each group will send its |
| palling projects is finding a partner class. The | | | | work including the information, the charts and |
| differences in timetables, educational system, | | | | graphs to their key pal partner group. |
| holidays, interest and other problematic issues | | | | Notice: |
| make it very difficult and often frustrating for | | | | Throughout the lesson, the teacher will be |
| any teacher to find a matching class for his group | | | | monitoring the work, offering help and advice |
| of students. In this project proposal, I managed | | | | when needed, moving around the groups to make |
| to find a colleague teacher from a private | | | | sure all the group members are involved in the |
| University in Oman (Called Sohar University) to | | | | work. He/she will not try to change the content |
| participate in the project. I have chosen to | | | | of what each group has done because the |
| conduct the project in Oman because it has | | | | content is meant to be the students' own ideas |
| almost the same benefits for the students of a | | | | and production. He/she is more like a facilitator |
| project in which the other key pal partner is from | | | | and a guide in the class rather than as a dictator |
| another country. I am aware that carrying out | | | | who imposes his/her ideas and instructions upon |
| this project with a class from another country | | | | the students (He/she would be MORE as a guide |
| would have provided my students with a new | | | | on the side rather than as a sage on the stage). |
| cultural experience and would have broaden their | | | | Week Two: Tuesday Lesson for SQU Class |
| awareness of the life style and educational | | | | (Time: 1.30) |
| system of that country. However, still in my | | | | 1. Each group in the SQU class will receive a |
| context, both classes do not know each other | | | | response from their counterparts in Sohar class |
| and there are cultural and traditional differences | | | | with some comments and suggestions on the |
| between each and every region in Oman which | | | | work. Then, the students in each group will |
| allows each of the classes to be aware of each | | | | discuss together these comments and |
| others' way of living, traditions and differences. | | | | suggestions and will make whatever change is |
| Moreover, the students of both classes belong to | | | | required on the work. |
| same level of English (intermediate) and they | | | | 2. After that, an open discussion will be held and |
| study the same subjects which allow the two | | | | each group will try to explain what they would |
| teachers to create materials and exercises that | | | | include in their report. Also, each group will be |
| serve their students' needs and at the same time | | | | asked to give more suggestions and opinions to |
| go along with the educational standards issued by | | | | the other groups so that they help each other |
| the authorities in both Universities. Another reason | | | | improving their works. |
| for conducting the project with an Oman class | | | | 3. Then, each group prepares a report in which |
| partner is that students in both classes share a | | | | they recommend a certain bank because of the |
| similar background about some common issues | | | | good facilities it provides to its customers. Then, |
| related to business in Oman which allows the two | | | | each group sends its report to their counterpart in |
| teachers to base some of their tasks and | | | | Sohar class so as to get more comments and |
| examples on the information the students already | | | | suggestions from them. |
| have. | | | | 4. Each group in SQU class will receive the work |
| 2. Why is the project integrated within the overall | | | | of their counterparts in Sohar class. They will |
| course? | | | | comment on their work and provide them with |
| This keypalling project is designed so as to be | | | | some suggestions where needed. Then, they will |
| integrated into an English for Business course and | | | | send these comments and suggestions back to |
| not as separated activity. The decision of getting | | | | the students in Sohar class. |
| it integrated in this way is based on some | | | | Week Three: Saturday Lesson for SQU Class |
| evidence from studies and projects previously | | | | (Time: 1.30) |
| conducted. Bruce Roberts, one of the coordinator | | | | 1. Each group will receive its report back with the |
| of International Email Classroom Connection | | | | comments and suggestions made by their |
| states: | | | | counterpart in Sohar class. The students in each |
| There is a significant difference in educational | | | | group will discuss the suggestions given by their |
| outcome depending on whether a teacher | | | | keypal partner and they will make whatever |
| chooses to incorporate email classroom | | | | change is needed. |
| connections as (1) an ADD-ON process, like one | | | | 2. A class discussion will be held and each group |
| would include a guest speaker, or (2) an | | | | will be asked to report back to the rest of the |
| INTEGRATED process, in the way one would | | | | groups in the class and to explain what would |
| include a new textbook. The email classroom | | | | they include in their final report. |
| connection seems sufficiently complex and time | | | | 3. The students in each group will make use of |
| consuming that if there are goals beyond merely | | | | the comments and suggestions of their Keypal |
| having each student send a letter to a person at | | | | partner group as well as their colleagues in the |
| a distant school, the ADD-ON approach can lead | | | | same class when preparing the final draft. Finally, |
| to frustration and less-than-expected academic | | | | they would post the final draft in the discussion |
| results--the necessary time and resources come | | | | forum on the Keypal Website, on the following |
| from other things that also need to be done. On | | | | address: |
| the other hand, when the email classroom | | | | 4. The teacher will introduce the students to the |
| connection processes are truly integrated into the | | | | next task and he/she will explain how and what |
| ongoing structure of homework and student | | | | the students are supposed to do and to prepare |
| classroom interaction, then the results can be | | | | for the next lesson. He/she will also answer any |
| educationally transforming. (Warschauer, 1995, p. | | | | query made by the students on the new task |
| 95) | | | | and he/she would provide them with some advice |
| What is mentioned above highlights that a | | | | on how to collect the required information. |
| keypalling project will likely be most successful | | | | Appendix 2: A/ A sample lesson from the |
| when it reflects in-depth planning and integration | | | | Keypalling project |
| into the overall course being taught. It also shows | | | | Week Two: Saturday Lesson for SQU Class |
| that a keypalling project fits especially well with | | | | (Time: 1.30) |
| structured, project-based approach which allows | | | | 1. You will receive an e-mail from your keypal |
| learners to engage in increasingly complex tasks | | | | partner in Sohar class. This e-mail will include |
| throughout a course. | | | | background information about your partners and |
| The integration of the keypalling project is | | | | the subjects they are studying, their University, |
| achieved through its objectives and through the | | | | their teachers and the educational system in |
| involvement of students in a variety of tasks and | | | | Sohar University. The aim of this e-mail is to |
| activities in the project. The objectives of the | | | | make you familiar with the other class and to help |
| project are chosen so that they match and serve | | | | you make friendship with them before you start |
| the general aims of the English for Business | | | | the actual work. |
| course. They aim at increasing students' | | | | 2. After you receive the e-mail, discuss what your |
| motivation, promoting autonomy and equality | | | | partners have mentioned. Compare the |
| among the students, introducing the students to | | | | information in the e-mail you have sent to them |
| the skill of writing as a process, and preparing the | | | | with the information in the e-mail you have |
| students for using language for authentic purposes | | | | received from them. Are there any differences |
| similar to those which exist in the target situation | | | | between the two Universities? |
| where the students will work after graduation. All | | | | 3. Now, try to analyze and discuss the information |
| of these are important elements in the English for | | | | you have got about the banks and the different |
| Business course. The timetable shows that the | | | | facilities they provide (they were asked to |
| students in each class get involved in lots of | | | | prepare this task in the previous lesson and they |
| classroom discussion and group work. This | | | | had one day off to do that). After you finish, tell |
| involves the teacher to monitor, coordinate and | | | | the other groups in the class about your bank and |
| offer help when needed by the students. Before | | | | listen to what they say about their banks. |
| the students start the project tasks, the | | | | Compare the facilities provided by the different |
| teachers give the students lessons related to the | | | | banks. |
| tasks required by the project. Teachers' | | | | 4. Now, transform the final information you have |
| involvement is considered to be very vital for the | | | | got into charts or graphs (what best suites your |
| success of this project and without their guidance | | | | organization of the content). |
| and the student-centered activities; computers will | | | | 5. Finally, show your work to the teacher and get |
| do little to help students learn English (Berge and | | | | some suggestions or comments on your work. |
| Collins 1995, cited in Gitsaki and Taylor, 1999, p. | | | | Then, send your information and graphs to your |
| 48). | | | | keypal partner in Sohar class. |