Efficact of cross-cultural e-mail exchange for enhancing EFL writing: A perspective for tertiary-level Turkish EFL learners

ABSTRACT EFFICACY OF CROSS-CULTURAL E-MAIL EXCHANGE FOR ENHANCING EFL WRITING: A PERSPECTIVE FOR TERTIARY-LEVEL TURKISH EFL LEARNERS Düek YAVUZ ERKAN Ph.D. Dissertation, English Language Teaching Department Supervisor: Şehnaz ŞAHINKARAKAŞ Ekim 2004, 196 pages The aim of this study was threefold. One goal was to determine whether cross- cultural e-mail exchange enhances foreign-language learners' writing self-efficacy. The second was to test the efficacy of cross-cultural e-mail exchange in terms of improving EFL students' attitudes toward writing and writing classes. The third aim was to investigate the value of cross-cultural e-mail exchange for enhancing EFL students' writing ability. The study design included a combination of descriptive and quasi-experimental research. Data were collected using the following methods: review of existing literature, questionnaire, writing self-efficacy scale, testing of writing ability, semi-structured interview, student reflection form, and researcher's field notes. The participants were two groups of 16 tertiary-level Turkish EFL students who were learning English for academic purposes at YADİM, the Center for Foreign Languages at Çukurova University. The researcher was the sole writing-class teacher for both groups. A 75-hour (15-week) experiment was conducted to determine the efficacy of cross-cultural e-mail exchange for promoting better writing in English. The specific elements investigated were writing self-efficacy, attitudes toward writing and writing classes, and overall quality of writing. During the intervention, one group wrote compositions of different genres and topics to an imaginary person or the teacher usingthe traditional pen-and-paper method. The other group used e-mail to write to a real audience, South Korean key-pals. Each student was evaluated with a writing self-efficacy scale before and after the intervention. The aim was to assess for possible changes in writing self-efficacy linked to exposure to e-mail exchange. The group findings before and after the intervention were analyzed by calculating mean scores and standard deviations, and using a t-test to assess for significant differences. To assess students' positive and negative views and feelings related to writing and writing classes, each participant completed an attitudinal questionnaire before and after the intervention. Responses to the rating, ranking, and open-ended questions in the survey were analyzed using descriptive statistics (mean scores, standard deviations, frequencies of responses, proportions of each group with given responses). Responses to the open-ended items were also categorized, and similar responses were identified. In addition to the before/after questionnaire and self-efficacy scale, each of the 32 students completed two timed writing tests prior to the intervention (pretests), and then completed two other timed writing tests after the intervention (posttests). Covariance analysis was used to determine whether the difference between the mean posttest scores for the e-mail group and the control group was statistically significant. After the intervention, each of the e-mail students attended a semi-structured interview with the teacher-researcher. In recording this direct qualitative feedback, the aim was to triangulate the findings from the other data-collection instruments (attitudinal questionnaire results, scores for writing self-efficacy, and writing-quality results). Also, throughout the experimental period, the teacher-researcher took weekly field notes on the progress in the e-mail group, recording all problems and noteworthy events or observations. As well, all 32 participants were required to submit written comments on their experience every 2 weeks. The semi-structured interview responses, teacher-researcher field notes, and these "student reflection forms" were analyzed by content. The results obtained from the self-efficacy assessments indicate that cross- cultural e-mail exchange is a valuable way to improve foreign-language learners' self-efficacy in writing. The teacher-researcher's field notes, the comments on the student reflection forms and the responses of the participants in the experimental group during the semi-structured interviews all confirmed the findings from the writing self-efficacy assessments. The responses to the questions on the attitudinal questionnaire revealed that cross-cultural e-mail exchange help develop positive attitudes towards writing. This finding is supported by the experimental group participants' answers in the semi- structured interview, the teacher-researcher's field notes, and the comments on the student reflection forms. Analysis of the results for the writing ability post-tests revealed no significant difference between the mean posttest scores in the experimental and control groups. According to this finding, there is no significant contribution of cross- cultural e-mail exchange to the overall writing quality in the target language. However, since this type of program increases students' writing self-efficacy and encourages more positive attitudes towards writing and writing classes, the researcher speculates that given adequate time, such effects may translate into improved overall writing quality. KEY WORDS: Writing, Computer-mediated communication, Cross-cultural e-mail exchange, Key- pal, Self- efficacy in English-writing, Attitude.