Professional Documents
Culture Documents
www.elsevier.com/locate/system
Received 15 June 1999; received in revised form 18 October 1999; accepted 30 November 1999
Abstract
This study investigated the ecacy of integrating task-based e-mail activities into a process-
oriented ESL writing class. In particular, it examined the linguistic characteristics of 132
pieces of e-mail writing by ESL students in tasks that diered in terms of purpose, audience
interaction and task structure. The analysis focused on the linguistic features of the students'
e-mail writing at dierent levels, i.e. syntactic complexity, lexical complexity and grammatical
accuracy. Computerized text analysis programs were used to ensure internal consistency of
the linguistic analysis. Statistical analysis of the results using the repeated measures analysis
of variance and post hoc contrast tests showed signi®cant syntactic, lexical and grammatical
dierences in the students' e-mail writing of the dierent tasks. Speci®cally, in e-mail tasks
involving audience interaction, students tended to produce syntactically and lexically more
complex texts, and in tasks which allowed students self-selection of topics and content, stu-
dents also tended to use more complex sentences and richer and more diverse vocabulary.
However, an interesting trade-o eect was observed between linguistic complexity and
grammatical accuracy in the students' e-mail writing, indicating the complexity of the second
language writing process. The study provides pedagogical implications for designing eective
e-mail tasks for enhancing second language writing development. # 2000 Elsevier Science
Ltd. All rights reserved.
Keywords: Computer-assisted language learning; Computer-mediated communication; English as a second
language; Electronic mail; Second language writing; Writing assessment
0346-251X/00/$ - see front matter # 2000 Elsevier Science Ltd. All rights reserved.
PII: S0346-251X(00)00009-9
230 Y. Li / System 28 (2000) 229±245
1. Introduction
The advancement of modern technology in recent years has brought about inno-
vative use of computers in second language learning and teaching, especially in the
area of writing instruction (Pennington, 1996; Boswood, 1997; Levy, 1997; War-
schauer and Healey, 1998). Although the word processor is still the primary tool for
computer-aided writing, computer-mediated communication realized through dif-
ferent networking tools such as e-mail, synchronous computer conferencing and the
World Wide Web has been introduced into second/foreign language instruction.
Obviously, computer-mediated communication has changed the language learning
environment as well as the dynamics of the language classroom. Language learn-
ing that takes place with the aid of computer networks has led to more social,
interactive, collaborative, communicative and student-centered classrooms. Besides,
computer networking has expanded the opportunity for students to learn and use
the target language naturally and with communicative purposes (Pennington, 1996;
Warschauer, 1996a; Beauvois, 1998).
Computer-mediated communication demonstrates a number of advantages for
enhancing language learning. One distinctive aspect of computer-mediated com-
munication lies in the interactive learning environment it provides to promote
interactive language learning and the opportunity for authentic use of the target
language (Chun, 1994). Such interactive language learning experience is in con-
gruence with the discourse-based second language acquisition theories which
emphasize the role communicative interaction plays in second language learning
(Long and Porter, 1985; Pica, 1987; Pica et al., 1987). In addition, computer-mediated
communication encourages collaborative writing in the second language classroom,
which in turn enhances second language writing development through increasing
engagement, con®dence and responsibility on the part of the second language
learners (Strasma and Foster, 1992). Computer-mediated communication also
serves to foster student empowerment, i.e. students' increased control of the content
and process of their own learning (Warschauer et al., 1994). This sense of con-
trol and mastery, which is termed ``learner autonomy'' by second language educa-
tors, is viewed as especially important for language learning (Wenden and Rubin,
1987). Furthermore, computer-mediated communication attests to the importance
of social and aective factors in second language learning by promoting student
motivation and interest in functional use of the target language, and providing
students with a less threatening means to communicate (Barson et al., 1993; Beau-
vois, 1995, 1998; Beauvois and Eledge, 1996; Warschauer, 1996b; Skinner and
Austin, 1999).
Among the various forms of computer-mediated communication in language
instruction, e-mail has so far been the most popular (Levy, 1997). As a way of
sending a message from one computer to one or more computers around the world,
e-mail provides an easy and fast means of communication for language teachers and
students. It helps students to maintain constant contact with the teacher and receive
immediate feedback from the teacher outside the classroom (Wang, 1993). Writing
via e-mail also creates an authentic purpose and audience for writing, which are
Y. Li / System 28 (2000) 229±245 231
semester-long task revealed that a wide range of speech acts were performed by the
students in a foreign language, indicating eorts made in the process of negotiation
of meaning with the acquisition of certain discourse strategies. Kern (1996) described
a content-based e-mail project involving exchanges between a group of English-
speaking French students at an American university and a group of high school
students in France. Still in its on-going process when the study was reported, the
project showed promise of promoting language learning and cultural awareness
through international communication.
It is worth noting that the few reported studies on the use of e-mail for second/
foreign language learning have focused on the social, communicative and moti-
vating aspects of this new technology when applied to the language classroom.
These studies surveyed students' aective reactions to the e-mail activities
(Liaw, 1998), examined the kinds of feedback students gave to each other through
functional analysis of the messages (Sottilo, 1997) and measured the amount
of student participation by calculating the number of e-mail exchanges (Leppanen
and Kalaja, 1995). So far, almost no attempts have been made to examine the
quality and characteristics of students' e-mail writing. Nor have previous studies
attempted to analyze e-mail writing under dierent task conditions. As such,
although the bene®cial aspects of e-mail for second/foreign language learning
are apparent, little has been known about the characteristics of students' e-mail
writing. Neither has there been information on whether there is variation in stu-
dents' writing when dierent kinds of tasks are assigned. It is argued that in order
to better understand the impact of e-mail technology on second language learn-
ing so as to eectively integrate such technology into the language curriculum, it
is important to look into the characteristics and qualities of students' e-mail writ-
ing, and examine the relationship between the characteristics of students' e-mail
writing and speci®c features of the task design. To render empirical support to this
argument, the present study uses data collected from a semester-long study to
investigate the ecacy of integrating task-based e-mail activities into an ESL writ-
ing curriculum. In particular, the study focuses on examining the relationship
between the task characteristics of writing purpose, audience interaction, task
structure and the linguistic characteristics of ESL students' writing in task-based
e-mail activities. The following research questions are speci®cally addressed in
this study:
1. Are there any signi®cant dierences between ESL students' writing in e-mail
tasks with dierent rhetorical purposes?
2. Are there any signi®cant dierences between ESL students' writing in e-mail
tasks with and without audience interaction?
3. Are there any signi®cant dierences between ESL students' writing in struc-
tured and non-structured e-mail tasks?
Y. Li / System 28 (2000) 229±245 233
3. Methodology
3.1. Subjects
Four e-mail tasks were designed as part of the writing assignments students were
required to complete in the composition course. Such writing assignments
were intended to help students practise dierent writing skills relevant to academic
essays. Each of the tasks was actually related to the purpose and skills required of a
formal academic essay the students wrote in the course. For the research objective,
the four tasks were carefully constructed so that they were dierent in terms of
rhetorical purpose, audience interaction and task structure. The students were
required to use e-mail to complete the writing tasks outside class and posted them on
the class mailing list so they could read each other's writing on-line. The students
had a week to complete each task, and they were able to take time to do it within
that week at their own pace.
mailing list stating an issue he/she had a strong opinion about. Then they were asked
to pair up with each other and perform the role of either the proponent or the
opponent of a controversial issue they were most interested in. The students ®rst put
forward their opinions on the issue, stating their arguments and citing examples and
evidence to support their arguments. Then they were engaged in on-line debates with
their partners trying to convince their partners of their stance on the issue. It was the
active interaction between the student writer and the audience that distinguished this
group of tasks from the other (i.e. Tasks 1 and 4), which did not involve interactive
feedback from the peer audience and there was a lack of exchanges between the
student writer and the peer audience. In this second group of tasks, the students
shared personal stories with peers (Task 1), or expressed their personal opinions in
response to an article (Task 4), but they did not engage in exchanges with the audi-
ence, who were primarily silent readers.
The students' writing in response to the four e-mail assignments was collected
electronically for data analysis. The entire data base consisted of a total of 132
pieces of writing collected over the course of a semester from four e-mail tasks,
among which two tasks required exchanges between the partners, thus making a
total of six writing samples from each student. Although a minimum length of 350
words for each assignment was required, the students tended to write more than
required. It turned out that the average length for each written text was about 450
words, and the entire data base amounted to a total of 59,372 running words.
In this study, students' e-mail writing was analyzed through objective measure-
ments performed by computerized text analysis programs. The analysis focused on
the linguistic features of the written texts at the level of syntactic complexity, lexical
complexity and grammatical accuracy, which operationally characterized the ESL
students' writing performance on the e-mail tasks. Two measures were used to assess
the written texts at each of these linguistic levels. Syntactic complexity was assessed
by: (1) average sentence length, which was obtained by calculating the average
number of words per sentence in a given text; and (2) the ratio of subordinated
structures, which was measured by calculating the ratio of the number of sub-
ordinated structures to the combination of subordinated structures and coordinated
structures in a piece of writing. Two measures were used to assess lexical complexity:
(1) lexical diversity, which was calculated by having the number of dierent words
including both content and function words divided by the total number of words in
a piece of writing; and (2) lexical density, which was calculated by having the num-
ber of lexical items excluding function words divided by the total number of words
in a piece of writing.1 There were two ways to tap into grammatical accuracy: (1) the
ratio of number of grammatical errors to the total number of sentences in a piece of
writing; and (2) the ratio of types of grammatical errors to the total number of sen-
tences in a piece of writing.2
1
The formula for calculating lexical diversity and lexical density was adapted from Laufer and Nation
(1995) about measuring vocabulary size and use in second language written production. The calculation
method is as follows:
Lexical diversity number of different lexical and functional words
types 100=total number of tokens;
Lexical density number of different lexical words 100=total number of tokens:
Since the computer program used for data analysis computed the type/token ratio based on consecutive n-
word chunks of texts (speci®ed as 100 in the present analysis), the texts of unequal length were controlled
for.
2
In the analysis of grammatical accuracy, the ratios were calculated in order to control for texts of
unequal length in the writing samples. The calculation method is as follows:
Number of grammatical errors number of grammatical errors=total number of sentences;
Types of grammatical errors number of types of grammatical erros=total number of sentences:
Y. Li / System 28 (2000) 229±245 237
Two computerized text analysis programs were used to perform the linguistic
analysis, i.e. ``Wordsmith Tools'' (Scott, 1996) and the Grammatik program inte-
grated into Word Perfect 7.0. Wordsmith Tools is an integrated package of text
analysis programs designed to examine how words behave in texts. In the present
study, two major programs of Wordsmith Tools were used, i.e. ``Wordlist'' and
``Concord''. Wordlist was used for the analysis of syntactic complexity in terms of
average sentence length since the statistic function of this program provides ready
information on the average sentence length of a given text. The Concord program
was used to search for the occurrences of subordinated and coordinated structures
for the calculation of the ratio of subordination used in a given text as a secondary
measure of syntactic complexity. Wordlist was used for the lexical analysis in terms
of lexical diversity and lexical density because this program provides statistics of
type/token ratio.3
For the analysis of grammatical accuracy, ``Grammatik'' in WordPerfect 7.0 was
used. Since Grammatik ¯ags not just grammatical errors but also improper usage
related to style and mechanics, e.g. colloquialism, capitalisation, number style, etc.,
customisation of its checking style and rules was required before the program was
put into use. First, among the default options of checking styles, student composition
was chosen because the texts to be analyzed were student writing samples. Then the
rules for checking were scrutinised and those not relevant to grammar checking were
removed, leaving only rules that really apply to the grammatical categories of
the English language. This customised checking style was then speci®ed as the
working checker for the purpose of the present analysis.
To examine the relationship between the purpose of writing and the characteristics
of e-mail writing, students' written production on the e-mail tasks was analyzed,
using the repeated measures analysis of variance (ANOVA) procedure. The results,
as presented in Table 1, show signi®cant dierences across e-mail tasks of dierent
writing purposes at the probability level of P<0.01 in several variables, i.e. syntactic
complexity in terms of ratio of subordination, lexical complexity in terms of both
lexical diversity and lexical density and grammatical accuracy in terms of number
and types of grammatical errors. Such observed dierences in the students' writing
across the four tasks con®rm the ®ndings of previous studies in both ®rst and second
language writing, which have demonstrated that variation in writing is related to
3
Wordlist contains a stop list function. When a list of words is created and used as a stop list, the
words contained in this list will not be counted when the program calculates the type/token ratio. Making
use of this program function, a list of English function words was identi®ed and entered as the stop list to
yield the index of lexical density.
238 Y. Li / System 28 (2000) 229±245
Table 1
Dierences in the linguistic measurements of e-mail writing of tasks of dierent purposesa
Sentence length 16.18 (6.39) 17.10 (3.15) 17.43 (3.73) 17.65 (4.63) 0.82 0.488
Ratio of subordination 0.606 (0.1015) 0.610 (0.096) 0.708 (0.081) 0.713 (0.137) 8.25 0.001*
Lexical diversity 76.33 (2.81) 74.28 (2.77) 71.13 (2.74) 77.34 (2.58) 8.25 0.001*
Lexical density 82.78 (3.86) 77.05 (6.15) 78.62 (4.36) 81.12 (4.79) 8.19 0.001*
Number of grammatical 0.381 (0.247) 0.489 (0.2196) 0.601 (0.327) 0.614 (0.376) 5.81 0.001*
errors
Types of grammatical 0.218 (0.1024) 0.305 (0.1100) 0.291 (0.010) 0.330 (0.168) 5.73 0.002*
errors
a
S.D. are in parentheses.
*Signi®cant at P<0.01.
varying rhetorical purposes which, in turn, elicit dierent modes of writing (Prater
and Padia, 1983; Koda, 1993; Foster and Skehan, 1996).
To probe further into the linguistic dierences in students' e-mail writing in tasks
of dierent purposes, a series of post hoc pairwise contrast tests were performed
to compare the mean dierences in the linguistic measures for each pair of tasks
with dierent writing purposes in order to ®nd out which pairs of means are sig-
ni®cantly dierent. The Tukey honestly signi®cant dierence (HSD) test was chosen
to run the contrast analyses with the overall alpha level set at 0.05.
The signi®cant results of the post hoc analysis as summarized in Table 2 indicate
that the most dierences were found between narrative writing (Task 1) and per-
suasive writing (Task 3), with signi®cant results at the probability level of P<0.05
observed in several variables, i.e. ratio of subordination, lexical diversity, lexical
density and number of grammatical errors. Such ®ndings seem to be consistent with
previous composition studies which have found expository and argumentative writ-
ing to be more demanding and dicult than narrative and descriptive writing (Per-
ron, 1977). Perhaps the most striking result comes from the measurement of
grammatical accuracy. The data suggests that the students' writing in the e-mail
tasks diered the most signi®cantly in terms of the number of grammatical errors
Table 2
Post hoc pairwise contrast tests with signi®cant results (t value)
the writing contained. As indicated in Table 2, among the six pairwise comparisons,
®ve of them show signi®cant dierences in the variable of number of grammatical
errors. It is interesting to note that while the students tended to use more complex
sentence structures in persuasive writing (ratio of subordination=0.71) than in nar-
rative writing (ratio of subordination=0.61), they were also inclined to make a
greater number of grammatical errors in persuasive writing (ratio of number of
grammatical errors to total number of sentences=0.60) than in narrative writing
(ratio of number of grammatical errors to total number of sentences=0.38). This
®nding points to the importance of the trade-o eects between complexity and
accuracy in measuring performance on second language learning (Foster and Ske-
han, 1996). Foster and Skehan (1996) maintained that complexity in second lan-
guage learners' use of language indicates a greater willingness to experiment and to
take risks, whereas accuracy re¯ects a focus on form to achieve freedom from errors.
They argue that complexity and accuracy are two competing goals for second lan-
guage learners. Operating under information-processing constraints, second
language learners have to allocate attention to particular goals at the expense of
other goals. In the present study, such a trade-o eect between complexity and
accuracy can be observed in the students' writing in the two most cognitively dis-
tinctive writing tasks, i.e. narrative and persuasive. It explains why the students
performed with a higher level of syntactic and lexical complexity in the persuasive
writing task than in the narrative writing task while they also tended to make more
grammatical errors in the narrative mode of writing.
To examine the relationship between audience interaction and writing, the mean
measures of the linguistic features being examined were compared between the stu-
dents' writing in the e-mail tasks with and without audience interaction. As indi-
cated in Table 3, signi®cant dierences at the probability level of P<0.05 were
found between the tasks with audience interaction and those without audience
interaction in the means of several measures: i.e. ratio of subordination, lexical
Table 3
Dierences in the linguistic measurements of e-mail writing of tasks with and without audience
interactiona
diversity, lexical density and number of grammatical errors. Such results suggest
variation in students' writing in e-mail tasks with and without audience interaction
at dierent linguistic levels. In addition, analysis of the descriptive statistics show
some consistent results: (1) there was a consistently higher level of lexical complexity
in terms of both lexical diversity and lexical density in students' writing in the tasks
with audience interaction (lexical diversity=76.84, lexical density=81.93) than in
the tasks without audience interaction (lexical diversity=75.71, lexical density
=77.84); (2) despite the lack of statistically signi®cant dierences in the means, the
average sentence length in the texts produced in the tasks with audience interaction
(mean=17.27) was longer than in that of tasks without audience interac-
tion (mean=16.92); and (3) a higher frequency of occurrence of errors was found in
the tasks with audience interaction (ratio of number of grammatical errors to the
total number of sentences=0.545) than in those without audience interaction (ratio
of number of grammatical errors to the total number of sentences=0.498).
The ®ndings summarized above indicate a higher level of linguistic complexity
syntactically and lexically when the students were engaged in active interaction with
their peer audience in e-mail writing. Such ®ndings have gained support from pre-
vious research which found a positive eect of collaboration through peer interac-
tion on networked computers (Chun, 1994; Liaw, 1998). The ®ndings from this
study further indicate that interaction with peer audiences on networked computers
can help students produce more sophisticated written language. However, it is also
interesting to note that while the interaction with a peer audience seemed to lead to
more complex sentence structures and richer and more diverse vocabulary, there
was, however, a higher frequency of grammatical errors in the texts. The data
reveals that the students tended to make more grammatical errors when they
exchanged feedback and information, or argued with peers interactively than when
they narrated a personal story, or expressed their personal opinions without inter-
acting with peers. It seemed that interaction with a peer audience helped the students
to generate more complex and sophisticated use of written language but, at the same
time, the grammatical accuracy of their language suered.
Table 4
Dierences in the linguistic measurements of e-mail writing of structured and non-structured tasksa
in the traditional way because of the more instant nature of e-mail writing. Since no
previous studies have been conducted to compare students' writing in the networked
writing environment versus that in the traditional writing condition in terms of both
linguistic complexity and grammatical accuracy, there is a need for empirical sup-
port for the observation made in the present study through further investigation.
To conclude, the ®ndings of this study indicate that there were syntactic, lexical
and grammatical dierences in ESL students' writing in e-mail tasks of dierent
purposes, and there was also variation between e-mail tasks with and without audi-
ence interaction, and between structured and non-structured e-mail tasks. In par-
ticular, in e-mail tasks in which an interactive audience was present, the students
tended to produce texts that were linguistically more complex. In addition, the
students wrote with a higher level of syntactic and lexical complexity in the non-
structured e-mail tasks than in the structured ones, indicating more sophisticated use
of language when the student writers were given more freedom and control of the
learning activities.
The ®ndings bear important implications for designing eective task-based e-mail
activities for enhancing second language writing development. First of all, in order
to make use of e-mail to enhance second language writing instruction, it is import-
ant to design eective e-mail writing tasks that are not only interesting, but also
meaningful and relevant to the objectives and content of the writing course. In
integrating e-mail activities into second language writing, teachers should take full
advantage of the on-line communication channel provided by computer networks to
stimulate interaction among the students, foster communication and encourage col-
laborative writing. For example, e-mail assignments which require the exchange of
information, ideas or debates on controversial issues will generate a great deal on
written interaction among the students in the process of completing the assignments.
In addition, teachers involved in applying computer-mediated communication to
second language writing instruction should assume appropriate, multiple roles in
dierent phases of the project from planning and implementation to evaluation.
Besides designing eective learning tasks and constructing appropriate writing
prompts, teachers should also be responsible for monitoring the students' perfor-
mance on the tasks and ensuring that the tasks are completed in ways such that their
objectives and goals are met. The obvious trade-o eects between linguistic com-
plexity and accuracy in students' e-mail writing is revealing. The fact that while
students produced linguistically more complex texts they also paid less attention to
grammatical accuracy re¯ects to a great extent the complexity of writing in a second
language. Such trade-o eects may be attributed to the information-processing
constraints of writing in a second language, which require learners to allocate
attention to particular goals at the expense of other goals. There is therefore the
need to balance the development of both linguistic complexity and accuracy in sec-
ond language writing.
Y. Li / System 28 (2000) 229±245 243
Although the ®ndings of the study are largely positive, several limitations should
be noted here. First, the subjects of this study were 22 ESL students enrolled in a
freshman ESL writing class at an American university. Thus, the ®ndings are limited
to subjects with a pro®le similar to those participating in this project. In interpreting
the results, we should also bear in mind that the subjects were from 11 ®rst language
backgrounds, and their previous academic backgrounds might be varied, which
might have aected their writing output. In addition, the e-mail writing which con-
stituted the data for analysis in this study is an informal kind of writing which
served as pre-writing of the students' academic written work. Since no information
was gathered about students' ®nal written products, i.e. the formal academic essays
related to the e-mail writing tasks, caution must be taken to avoid making claims
about the relationship between such e-mail writing tasks and students' achievements
in traditional academic essay writing.
Since the analysis in the present study has focused on the linguistic features
of students' e-mail writing, future investigation should also take into account
discourse-level written features such as coherence, development of main ideas and
organization so as to have a more comprehensive understanding of the character-
istics of second language writing. Qualitative analysis of students' writing processes
and the strategies they use while composing via e-mail will enable us to understand
better in what ways computer technology can serve to enhance second language
writing development. Consideration of individual learner dierences such as moti-
vation, attitude, gender, learning style and how such variables may aect the use of
e-mail strategies in the electronic composing process could lead to a future research
project that could also add substantially to the literature on computer-assisted lan-
guage learning.
Acknowledgements
I am grateful to Professor Robert Ariew for his helpful comments and constant
encouragement and support throughout this study. I also wish to thank the anon-
ymous reviewer for thoughtful comments and helpful suggestions on earlier versions
of this paper.
References
Barson, J., Frommer, J., Schwartz, M., 1993. Foreign language learning using e-mail in a task-oriented
perspective: interuniversity experiments in communication and collaboration. Journal of Education and
Technology 4, 565±584.
Beauvois, M.H., 1995. E-talk: attitudes and motivation in computer-assisted classroom discussion. Com-
puters and the Humanities 28, 177±190.
Beauvois, M.H., 1995. Conversation in slow motion: computer-mediated communication in the foreign
language classroom. The Canadian Modern Language Review 54, 189±237.
Beauvois, M.H., Eledge, J., 1996. Personality types and megabytes: student attitudes toward computer-
mediated communication in the language classroom. CALICO Journal 13, 27±45.
Boswood, T. (Ed.), 1997. New Ways of Using Computers in Language Teaching. TESOL, Alexandria, VA.
244 Y. Li / System 28 (2000) 229±245
Chun, D., 1994. Using computer networking to facilitate the acquisition of interactive competence.
System 22, 17±31.
Foster, P., Skehan, P., 1996. The in¯uence of planning and task type on second language performance.
Studies in Second Language Acquisition 18, 299±323.
Kern, R.G., 1996. Computer-mediated communication: using E-mail exchanges to explore personal his-
tories in two cultures. In: Warschauer, M. (Ed.), Telecommunication in Foreign Language Learning:
Proceedings of the Hawaii Symposium (SLTCC Technical Report #12). University of Hawaii Second
Language Teaching and Curriculum Center, Honolulu, HI, pp. 105±120.
Koda, K., 1993. Task-induced variability in FL composition: language speci®c perspectives. Foreign
Language Annals 26 (3), 332±346.
Laufer, B., Nation, P., 1995. Vocabulary size and use: lexical richness in L2 written production. Applied
Linguistics 16 (3), 307±322.
Leppanen, S., Kalaja, P., 1995. Experimenting with computer conferencing in English for academic pur-
poses. ELT Journal 49, 26±36.
Levy, M., 1997. Computer-Assisted Language Learning: Context and Conceptualization. Oxford Uni-
versity Press, New York.
Li, Y.L., 1998. Using Task-based E-mail Activities in Developing Academic Writing Skills in English as a
Second Language. Unpublished PhD thesis, The University of Arizona, AZ.
Liaw, M., 1998. Using electronic mail for English as a foreign language instruction. System 26, 335±352.
Long, M., Porter, P., 1985. Group work, interlanguage talk, and second language acquisition. TESOL
Quarterly 19, 207±228.
O'Malley, J., Chamot, A., 1990. Learning Strategies in Second Language Acquisition. Cambridge Uni-
versity Press, Cambridge.
Oxford, R., 1990. Language Learning Strategies: What Every Teacher Should Know. Newbury House,
Rowley, MA.
Pennington, M.C., 1996. The Power of CALL. Athelstan, Houston, TX.
Perron, J., 1977. Written Syntactic Complexity and the Modes of Discourse. Paper presented at the
Annual Meeting of the American Educational Research Association, New York.
Pica, T., 1987. Second-language acquisition, social interaction, and the classroom. Applied Linguistics 8,
3±21.
Pica, T., Young, R., Doughty, C., 1987. The impact of interaction on comprehension. TESOL Quarterly
21, 737±758.
Prater, D., Padia, W., 1983. Eects of modes of discourse in writing performance in grades four and six.
Research in the Teaching of English 17, 127±134.
Scott, M., 1996. Wordsmith Tools. Oxford University Press, London.
Silva, T., 1993. Towards an understanding of the distinct nature of L2 writing: the ESL research and its
implications. TESOL Quarterly 27, 657±677.
Skinner, B., Austin, R., 1999. Computer conferencing: does it motivate EFL students? ELT Journal 53,
270±280.
Sotillo, S.M., 1997. E-mail Exchanges and Corrective Feedback Between Native Speakers and Non-native
Speakers of English. Paper presented at the Annual Conference of American Association for Applied
Linguistics, Orlando, FL.
Strasma, K., Foster, G., 1992. Collaboration within writing classes: an ethnographic point of view. The
Writing Instructor, Spring/summer, 111±127.
Vilmi, R., 1995. The individual writing exchange. In: Warschauer, M. (Ed.), Virtual Connections:
Online Activities and Projects for Networking Language Learners (SLTCC Technical Report #8).
University of Hawaii, Second Language Teaching and Curriculum Center, Honolulu, HI, pp.
208±210.
Wang, Y.M., 1993. E-mail Dialogue Journaling in an ESL Reading and Writing Classroom. Unpublished
PhD thesis, University of Oregon at Eugene, OR.
Warschauer, M., 1995a. Virtual Connections: Online Activities and Projects for Networking Language
Learners (SLTCC Technical Report #8). University of Hawaii, Second Language Teaching and Curri-
culum Center, Honolulu, HI.
Y. Li / System 28 (2000) 229±245 245
Warschauer, M., 1995b. E-mail for English teaching. TESOL, Alexandria, VA.
Warschauer, M., 1996a. Telecommunication in Foreign Language Learning: Proceedings of the Hawaii
Symposium (SLTCC Technical Report #12). University of Hawaii Second Language Teaching and
Curriculum Center, Honolulu, HI.
Warschauer, M., 1996b. Motivational Aspects of Using Computers for Writing and Communication
(SLTCC Net Work #1). University of Hawaii, Second Language Teaching and Curriculum Center,
Honolulu, HI.
Warschauer, M., Healey, M., 1998. Computers and language learning: an overview. Foreign Language
Annals 31, 57±71.
Warschauer, M., Turbee, L., Roberts, B., 1994. Computer Learning Network and Student Empowerment.
(SLTCC Research Note #10). University of Hawaii, Second Language Teaching and Curriculum Cen-
ter, Honolulu, HI.
Wenden, A., Rubin, J. (Eds.), 1987. Learner Strategies in Language Learning. Prentice Hall, Englewood
Clis, NJ.
Zamel, V., 1983. The composing processes of advanced ESL students: six case studies. TESOL Quarterly
17, 165±187.