Email questionnaire – How much do you know about the …



Chapter 5: How to use email

A. Questionnaire on your use of email

|Email questionnaire – How much do you know about the following? |

| |A lot |A bit |Nothing |

|1. |The benefits of using email with learners. |√ | | |

|2. |Setting up an email account in Yahoo! Or Hotmail. |√ | | |

|3. |Email viruses. | | |√ |

|4. |Setting spam filters on email. | | |√ |

|5. |Finding out about learners’ email attachments. | | |√ |

|6. |Sending and opening email attachments. |√ | | |

|7. |The ‘text-speak’ conventions used in email. | | |√ |

|8. |Using email with your learners out of class | |√ | |

|9. |Classroom-based email projects such as data collection projects or keypal projects. |√ | | |

|10. |The issues involved in setting up a keypal project. | | |√ |

B. Email: genre and appropriacy

Elements that are inappropriate:

This is an email sent to someone who the sender hasn’t known yet.

• Hi! I LIKE YOUR SITE

‘Hi!’ is not good to greet someone we haven’t known before (age) . It is informal. It is used in friend-to-friend relationship.

The word ‘I’ is still in capital letter, while the rests use lower case.

It should be: How do you do. I like your site ‘Save the Whale’.

• Im preparing for a presentation

‘Im’ should be ‘I’m’.

• …… in danger of extinction ☺

No full stop; the use of smile symbol is unnecessary.

It should be: …in danger of extinction.

• i want u to send me…..

‘i’ should be in capital letter. The sentence is insisting and forcing the receiver.

It should be: I need your help. Would you like to send me some stuff about your site, like brochures, posters, etc? I need them as soon as possible if you are not busy. Thank you.

• …,posters etc!!!!!!!!

‘!!!!!!!’ is an inappropriate punctuation.

• i need it by tonite!!!!!

‘i’ should be in capital letter.

‘!!!!!!!’ is an inappropriate punctuation.

There is an incorrect spelling for messaging to unknown person, like in ‘tonite’.

The sentence is insisting and forcing the receiver to fulfill all the sender needs in a very limited time. The sender should send the email a few days before in case the receiver doesn’t open the email in that day.

• CU!

It is an inappropriate closing in a message send to unknown person. It is informal and can only be used for friends or other who has close relation to the sender.

C. Using email: issues

a. Your learners don’t have email accounts.

Solution: I’ll ask them to create an email account. If they don’t know how to make it, I will show them how to make it by using computer (connected to the internet, of couse).

b. Your learners don’t know how to send or open email attachments.

Solution: I’ll show them how to make an email, send it and/or open email attachments.

c. Your learners use abbreviations such as CU (‘see you’) or the lower case i in all their emails.

Solution: I’ll tell them the ethics of sending email.

d. You would like to provide your learners with weekly emailed summary of classwork covered, but have no time to do so.

Solution: I’ll do it in class.

e. Your learners are reluctant to do the extra work that belonging to class email discussion list involves, and do not contribute much.

Solution: I’ll motivate them and remind them the advantages of using email.

f. In a keypal project, your learners don’t know what to write to their partner in another country.

Solution: I’ll give them examples.

g. Your learners are upset by emails received from the partner country, as they find them ‘rude’ or ‘aggressive’.

Solution: I’ll remind them that we live in a big world with various cultures and people’s characteristics. I’ll tell them to be strong and to keep being polite.

Chapter 6: How to use chat

A. Using chat in language teaching

a. With text chat, we need to teach learners to use ‘text-speak’. ( agree

Reason: introduce the students to those ‘text-speech’ so they know the meaning whenever they chat to partner country, but still, we need to tell them when and to whom we use those ‘text-speech’.

b. Voice chat is easier to use than text chat. ( disagree

Reason: it’s about the gadget. Voice chat (including video chat) requires more (often quite expensive) equipments, like web-cam and a good headset with microphone.

c. The teacher requires a lot of technical knowledge to use text or voice chat with learners. ( agree

Reason: It connected to internet which, of course, needs a good skill in techniques and technology.

d. It’s good idea to teach learners some chat conversations. ( agree

Reason: It’s clear. It is held to help students to make good and effective conversation to their chat partner.

e. Using chat is best between classes who meet regularly face-to-face. ( disagree

Reason: Please save the energy to reduce global warming. Face-to-face interaction doesn’t only train students to communicate well but also to behave well and appropriately to other.

B. Chat activities with learners

| |Text |Voice |Either |

|1. |A group of learners, who usually meet face-to-face, use chat outside class to | |√ | |

| |discuss a summary of project work, which they will need to present to the class | | | |

|2. |A group of learners in Italy interview a group of learners in India to find out | | |√ |

| |about the most important religious festival of the year in the two countries. | | | |

|3. |A group of Spanish learners (learning English in Spain) chat with a group of | |√ | |

| |English-speakers in Canada (who are learning Spanish), to practice the | | | |

| |pronunciation of certain Spanish and English words. | | | |

|4. |Two secondary school classes chat in pairs about their favorite music and groups. |√ | | |

|5. |Learners in the same class chat in pairs to practice ‘text-speak’ conventions, |√ | | |

| |such as btw. | | | |

|6. |The teacher is available via chat on Wednesday evenings from 7-8 p.m. (outside | | |√ |

| |teaching hours) to answer any questions about homework or assignments, or to chat | | | |

| |to learners about anything they like. | | | |

C. Types of chat

1. Matching

1) A chat in which one participant gives information on a topic. ( c. informative chat

2) A chat which requires learners to produce an outcome or ‘product’. ( b. task-oriented chat

3) A chat which provides opportunities to practice a specific function. ( d. practice chat

4) A chat which has no pro-set theme to discuss, or one clear moderator. ( a. free topic chat

2. Deciding

1) A group of learners, who usually meet face-to-face, use chat outside class to discuss a summary of project work, which they will need to present to the class. ( Task-oriented chat

2) A group of learners in Italy interview a group of learners in India to find out about the most important religious festival of the year in the two countries. ( Informative chat

3) A group of Spanish learners (learning English in Spain) chat with a group of English-speakers in Canada (who are learning Spanish), to practice the pronunciation of certain Spanish and English words. ( Practice chat

4) Two secondary school classes chat in pairs about their favorite music and groups. ( Practice chat

5) Learners in the same class chat in pairs to practice ‘text-speak’ conventions, such as btw. ( Free topic

6) The teacher is available via chat on Wednesday evenings from 7-8 p.m. (outside teaching hours) to answer any questions about homework or assignments, or to chat to learners about anything they like. ( Free topic

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