OUR PROJECT
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 INTRODUCTION In the last two decades, computers have become common instructional tools in the ESL classroom. Nowadays, collaborative, multinational e-mail exchanges are just one of many computer-based activities that ESL teachers use in order to increase student language proficiency. According to previous research, computer-mediated communication (CMC) can facilitate communication (Cooper & Selfe, 1990), reduce anxiety (Kern, 1995; Sullivan, 1993), increase oral discussion (Pratt & Sullivan, 1994), develop the writing/thinking connection (Warschauer, Turbee, & Roberts, 1996), facilitate social learning (Barker & Kemp, 1990), promote egalitarian class structures (Cooper & Selfe, 1990; Sproull & Kiesler, 1991), enhance student motivation (Warschauer, 1996a), and improve writing skills (Cohen & Riel, 1989; Cononelos & Oliva, 1993; Warschauer, 1996b). In light of these positive effects, an increasing number of ESL teachers have embraced CMC exchanges. Yet, many have done so without access to well-designed instructional models or guidelines that incorporate sound pedagogy, theory, and an integrated curriculum. Several researchers have stressed the importance of theoretical research for CMC exchanges (Brandl, 2002; Chapelle, 1997; Gonzalez-Bueno,1998), while others have called for pedagogically sound methods (Cooper & Selfe, 1990; Cummins & Sayers, 1990, 1995) and sensible curricular integration (Garrett, 1991; Warschaurer, 1996b).With these points in mind, the instructional model we are using in this project incorporate several recommended elements into its design: (a) new, student-centered paradigms; (b) an integrated approach for combining computers and language learning; and (c) academically sound pedagogy, methods, and theory for teaching secondary ESL students. New paradigms in language learning have been found to be well-suited for CMC exchanges, including those which are open, inclusive, non-hierarchical, consensus-based, and/or product-oriented (Barker & Kemp, 1990; Brandl, 2002; Cummins & Sayers, 1995; Kern 1995, 1996). Using these, educators can focus on student-centered instruction, where the teacher is a coordinator, rather than teacher-centered, "information transfusion"-type instruction. Students can also create non-traditional forums where they learn through engaging in discourse and reexamining authoritarian values (Cooper & Selfe, 1990). New, maturing pedagogical models for collaborative, computer-based language teaching are also in the works. Based on pedagogically sound theories, methods, and approaches for teaching a second language, these models include but are not limited to, social learning theory, cooperative learning, project-based learning, the writing process, an integrated approach to curriculum development, and a metacognitive focus on writing (Barker & Kemp, 1990; Cummins & Sayers, 1995; Langston & Baston, 1990; Warschauer 1995, 1996b). Researchers caution, however, that CMC exchanges should be part of an integrated process, handled the way one would incorporate a new textbook into the curriculum, rather than an add-on feature like a guest speaker (Barson, Frommer, & Schwartz, 1993; Klemm & Snell, 1995; Warschauer, 1995). This refers not only to the integration of computer technology with ESL methodology, but a more thorough integration of classroom organization, syllabus, and curriculum (Warschauer, 1996b).
Our project is a collaborative e-mail exchange between a 5th grade ESL class in Estonia and and an ESO 1 English class in Spain. The exchange is based on a instrucyional model using widely accepted theories and methods for modern second language instruction: cooperative learning, communicative language learning, process writing, project-based learning, and an integrated approach. After this exchange, we will question our students about ; changes in attitude towards computers and language learning; effect of computer background on attitude, interest, and motivation; perception of their acquired reading, writing, speaking, and listening skills; and attitude towards cooperative learning. Data will be collected from surveys and personal interviews.
Our project goes beyond mere linguistic objectives, we are tended to work on our students formation and integral development through subject content, and not only according to their level and skills. Our objectives then are the following,
Non linguistic objectives · Make our students be famliliar to new technologies. · Help them to develop their social skills working in pairs and groups, highlighting a social and cooperative dimension. · Focusing on a holistic approach, using skills already developped in other subjects, like music, computers, science, etc. · Focusing on integral education, inculcating into our students a critic and reflexive attitud based on analysis, discussion, review and decision making in order to develop values from different subjects, such a health, pollution, renewal energies, etc,etc · Develop autonomous and collaborative learning. · Using evaluation, self-evaluation and thinking over one´s own teaching-learning process as a tool for self-knowing, and encouraging formative and meditation behaviours.
Di dactic objectives teaching EL2 through technology.· Focusing attention on the learner rather than on the teacher. · To regard the English language as a tool to communicate world wide and to get information. · To develop students receptive and productive skills with the help of technology. · Encourage the image of the teacher as a coodinator or guide far from the traditional patterns. · Give students the opportunity to know different cultures thanks to the real ´materials` that technology provides. · Diversify resources in a acommunicative approach. · Have more chances to help different students in a more effective way. Develop creactivity and the students own comprom
Participants We started our project this academic year thanks to the e-twinning web page. Our schools are Väätsa Basic School in Estonia and Escuela 2 a cooperative school in Valencia. The Estonian students were 12/13 years old native Estonian speakers in year 3 pre-intermediate-level ESL class, their spanish counterparts are 12/13 spanish/valenciano speakers in ESO1 pre-intermediate-level. Our projec started last november and will continue to May/June. The groups learn english three hours per week and we´ll try them to meet once per month in videoconference activities. We may continue with our project for longer than one year, so it will continue one or two more years. We may also meet (visit) our project partners in each other´s countries.
Project Design Skills required for a collaborative, communicative, student-centered e-mail / Videoconference exchange.
Cooperative Learning Team building, desk arrangement, fulfilling individual roles and group goals, completing timed tasks
Social Behavioral Interaction Initiating discussion, agreeing and disagreeing, asking for opinions, clarifying, conceding points, giving counter arguments, reaching consensus and encouraging others during small group discussions
Process Writing Pre-writing, planning, drafting, revising, evaluating
Evaluation Metacognitive focus on writing, use of rubrics, peer and teacher feedback, individual, small and large group evaluation methods
Computer Background Word processing, saving and storing data, sending e-mail, Internet etiquette
Project Activities. -We started this project exchanging brief introductions and background information. -Then e- pals exchanged first "hello" letter (informal e-mail on general themes like personal characteristics, family, hobbies, or school life). -We also started to plan a videconference activicty, and held an introductory one between we two. -After we plan to do activities like making a film about our everydays life: our schoolday, afterschool activities. -We will continue writing about our traditions and customes: Christmas, New Year, Easter, Midsummer Day etc. (Pictures, essays) Also about Winter games, activities. (E.g. skiing, skating,sledging and games like snowball fighting etc. In Estonia) We will exchange information about our region and village (town, exchanging pictures about sights, places, geographical features. We will exchange information about music and each county cuisine ( each group can cook one of the other group typical dishes) -We believe that both classes can also negotiate a topic for an imaginative essay (several rounds of "in class" and "online" communication transpire). -Students may also exchange culture box (posted/e-mailed to partners and filled with photos, stamps, postcards and other realia from their respective countries).
-Anthology is completed, "goodbye/thank you letters" are written, large and small group evaluations are conducted, and student surveys and interviews are completed.
At the end of our project we would like to ask our students about their(a) changes in student attitude about computers and language learning; (b) the effect of computer background on student attitude, interest, and motivation; (c) the students perception of improvement in reading, writing, speaking, and listening skills; and (d) student attitude towards cooperative learning during the exchansge.
1. Comparative Pre- and Post-Model Survey
5 : Do you prefer learning English with or without computers?
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