Some effects of native-nonnative communication via computer e-mail interaction on the development of foreign language writing proficiency

The technological advances of the last decade in the field of computer applications and worldwide electronic networking systems are providing educators and students with powerful tools for enhancing teaching and learning. The present study attempts to shed light on one of the potential applications of computer technology in foreign language study, that of electronic mail. It explores some of the ways in which a computer electronic exchange between nonnative and native speakers of the target language may affect foreign language development, and in particular writing proficiency. The research is based on a comparison of two sections of a third-year Spanish Grammar and Composition course which differed in treatment with regard to informal out-of-class writing practice: the control group engaged in interactive journal writing with the instructor, whereas the experimental group participated in a computer pen pal exchange of e-mail messages and on-line dialogues with native speakers of Spanish. The aim of the investigation was to assess developing foreign language proficiency as evidenced in improvement in grammatical accuracy and in breadth and depth of topic use with regard to both groups. To further explore the role of interactional input and output modification on second language acquisition the researcher investigated participant strategy use as well as developing pragmatic competence of the learners with regard to the experimental group only. With regard to group comparison, assessment of gains in grammatical accuracy of three form-meaning correspondences (ser vs. estar; imperfect vs. preterite, and por vs. para) was carried out through a quasi-experimental design. Further comparison of the two groups was based on a quantitative descriptive study in which informal writing of a cross-sampling of learners from each group was analyzed for grammatical accuracy and the informal writing of all participants in both groups was examined for topic use. As regards the study of the experimental group only, a descriptive approach was taken to summarize participant impressions and to explore the effect of nonnative-native speaker communicative interaction on communication and learning strategy use, developing accuracy in functional linguistic routines, and on the classroom learning environment.