Using the Internet for the Integration of National Standards into the Classroom

Miyuki Fukai ([email protected])
Yoko Nakamichi ([email protected])
Indiana University

Abstract
Since the publication of Standards for Foreign Language Learning in 1996, standards-based instruction has become an essential part of foreign language education in the United States. New technologies, the Internet in particular, are believed to facilitate the realization of the Standards for Foreign Language Learning. In our study, we explored the possibility of e-mail as a tool to address the Communication and Cultures goal areas of the Standards for Japanese Language Learning, one of the language-specific Standards, in a Japanese-language classroom. Participants were advanced-level learners of Japanese at a U.S. university, and they communicated with native speakers of Japanese during one semester. Results suggest that such an e-mail task can be beneficial to the college students in that e-mail exchanges allow them to be engaged in standard-based activities.

1. Background

1.1 Standards for Foreign Language Learning/Standards for Japanese Language Learning

1.2. Use of E-mail in teaching Japanese

[Table 1] Standards for Foreign Language Learning.

2. Study

2.1 Study site and participants

[Table 2] Student demographic data.

2.2 Activity: E-mail exchange

2.3 Data collection

• E-mail messages
• Post-activity questionnaire
• Reflection essay

2.4 Data analysis

• E-mail: Coded using starndards-based coding schemes
• Post-acitivy questionnaire: Mean scores
• Reflection essay: Categorized into emerging themes

[Table 3] Examples of coding schemes based on the Japanese Standards.

COMMUNICATION
Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

CULTURES
Standards 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of Japanese culture.

3. Results

[Table 4] Summary of scores of e-mail messages.

[Table 5] Proportion of cases coded at each level.

[Figure 1] Proportions of cases coded at each level within messages.

[Table 6] Summary of Communication- and Cultures-related items.

[Figure 2] Progress by session.

[Table 7] Progress by session.

4. Conclusions

1. Positive evidence that indicates e-mail as a tool to address the Japanese Standards
2. Importance of task structure

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