Critical reflection on the use of e-mail in teaching English as a Second Language

By exploring the relationship between theory and practice, this thesis addresses the use of e-mail between students and instructors of English as a Second Language (ESL) and Intercultural Communication at two different U.S. universities. A triangulation of qualitative data was collected through time from project participants in order to document the planning, implementation and evaluation of the eight-week project. The data were analyzed with a critical reflection tool: Markee's (in press) framework for understanding educational innovation. The framework was applied to the data in order to determine the perceived variables that affected the diffusion of the project through time. Results of the research address two areas: 1) the potential difficulties and relative advantages of implementing one-to-one e­ mail exchange projects in the teaching of ESL; 2) methodological issues regarding research on the implementation of technological innovation projects in the teaching of ESL.

Name thesis:degree_name

M.A.

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Teaching English as a Second Language

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

1997

Author dc:creator

• Shetzer, Heidi S.

• Teaching English as Second Language
• Intercultural Communication
• Technological Innovation

Statement dc:rights

• Copyright by Heidi, S. Shetzer, 1997

Language dc:language

eng

Handle dc:identifier

https://hdl.handle.net/2142/125920

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/125920