The title of the online research is Communication via E-Mail in ESP, in which I obtained from the link provided in the TSL 641 blogspot ~ http://www.iatefi.org.pl/sig/call/iarticle23. This research was done by Galina Kavaliauskiene from Mykolas Romeris University, Vilnius, Lithuania and Vihhelmina Vaiciuniece from Vytautas Magnus University, Kaunas, Lithuania.
1(a) This research was basically described about how using E-mail in the target language can actually offer effective pedagogical benefit of communicative interaction to the process of learning. The purpose of choosing E-mail as the tool in learning is that, they believe and want to investigate the e-partners’ ability to negotiate, exchange ideas, critically analyze, emphasizes their ability in searching information online, and at the same time able to select reliable information by giving the students (pairs) a task to do. In the project, every partner was expected to become more self-directed and autonomous in their learning.These two researchers actually conducted a pilot study to prepare two different specialization profile classes for a professional presentation. The project aimed to place students in a real situation, where they could carry out a series of negotiation tasks with their e-partner. What the students need to do is they have to contact their e-partner through e-mail and must continuously maintain the communication by sharing their ideas, negotiate and adjusting views with one another. This pilot study involved 24 participants – 12 from each class and there are six topics assigned at random to each pair in both classes. The results and discussion of the research were divided into three categories. The first one is Analysis of E-Mail Messages. Based on the 52 e-mails received, it shows that the frequency of correspondence between partners was differed greatly. There was information or data regarding the topic discussed between the students but they seldom discussed about how to deal and meet the specific questions addressed. Example of styles in replying the e-mails mainly stating the intro, suggest, agree and disagree on the chosen material, how to deliver the presentation, technical aspects, and possible difficulties with PowerPoint. But though they were discussed in such ways, this actually promotes the students’ autonomy and collaborative responsibility. Next is the learning effect. Both researchers believe that the overall performance of the students can be coded as successful communication, but at the same time, there were variety of writing errors occurred. Each learner does make mistake such as grammatical, lexical, and syntactic errors. Even though there were spelling errors, but it did not take into consideration because it did not caused any misunderstanding in communication. This quantitative research also aimed at the comparison of the performance of male and female. The result is males seemed to make fewer errors than the females. The third discussion is analysis of E-mail language style. In the writing assignment, some students tend to use informal language which they familiar using in their oral communication. For example, no greeting and just straight talking about the main ideas or purpose replying. The other result fall under this discussion is that females were more compliments and apologies in expressing their feeling. It is proven to support not just in the real oral communication but also through email writing communication.
2(a) This online research really interest me because though it might look simple as part of learning activity but again the product of the task is not the big matter but the process of doing it is important for the sake of the students skills in learning especially in group work. Students are not aware of this so called hidden talents in collaborate or cooperative with others by writing. Such academic tasks basically evaluated from the angle of oral communication or face to face conversation. Therefore by doing group work but not in the real oral conversation but only through E-Mail ( Electronic Mail) is very challenging and will surely will have more meaningful results. Well, I don’t think the research is not well conducted but it would be better if there are many more participants or classes involved. I think the result will be more significant and interesting. We are actually lack of the skills in letting our students learn by themselves. This may result the students to be passive and not active. Teachers must know and have a good understanding of the term learner-centered. How well does this concept have been integrated in our education context? And what role does the teacher play in order to instill the collaborative and cooperative learning skill in the classroom or outside the classroom? But before we start anything regarding activities such as mentioned in the research, we must aware that ~creating collaborative classroom can be wonderfully rewarding opportunity especially for the students but it is also full of challenges and dilemmas (Smith and McGregor, 1992). For example the involvement of the students (if is it referring to task, especially outside the classroom) and for some task, students will inevitably encounter difference, and they must struggle with recognizing and working with it. The ability of all students to learn to work cooperatively with others is the root to build and maintain stable academic performance as well as the social skills that students can practice in their future. However, teachers who intended to use or to try using technology tools such as using E-mail will have to consider this while not neglecting the interpersonal and social skills of the students. Teachers must aware that this type of tools and others such as chat room and web forum is useful in helping students interact actively with their source of information and at the same time giving them the opportunity to develop and master their interpersonal and social skills.
