This thesis examines the application of Information and Communication Technologies (ICT) to Second-language (L2) learning. It analyzes the use of electronic mail as a cognitive tool and aims at providing a better understanding of the learning process in a computerized environment. In this meta-analysis, qualitative data were drawn from independent studies (n=29) published between 2000 and 2010. The thesis briefly reviews historical and theoretical perspectives on Computer-Assisted Language Learning (CALL) and language learning strategies. Then, with reference to Oxford’s (1990) typology, it investigates the use of learning strategies in email exchanges or projects of L2 learners. The identification of five categories of learning strategies (cognitive, social, meta-cognitive, compensatory and affective) constitutes the ground work to defining the paradigms of L2 learning associated with the use of electronic mail. The study draws parallels between this electronic learning environment and Jonassen et al.’s (1999, 2008) five principles of meaningful learning, namely active, constructive, intentional, authentic and cooperative learning. Furthermore, a (non-exhaustive) list of five variables associated with successful L2 learning via email interaction (sustained communication, proficiency level in L2, audience interaction, structure of the language-related task and the topics of email correspondence) is presented. As demonstrated in this research, this ICT’s ability to provide a favorable L2 learning environment is threefold. First, the use of electronic mail, as a cognitive tool, fosters learners’ activation of learning strategies. Second, patterns reflecting the principles of self-appropriated learning in the electronic environment suggest its role in the development of transversal skills. Finally, attitude changes towards L2 culture and stereotypes and towards L2 learning, among others, indicate modifications to learners’ behavior. This study also provides updates to Oxford’s (1990) typology of learning strategies in the five categories identified, based on data from the 29 studies. The pedagogical implications, discussed in the conclusion, draw attention to the qualitative and non-linguistic learning outcomes, as well as to the social, affective and cultural dimensions related to the use of email interaction in L2 learning.

Thesis (Ph.D.)--University of Melbourne, Dept. of Linguistics and Applied Linguistics, 2001. / Typescript (photocopy). Includes bibliographical references (leaves 380-392).

Thesis (M.S.)--University of Wisconsin--Madison, 1968. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--Rowan University, 2009. / Typescript. Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 2004. / Also available in print.

Thesis (Ph. D.)--University of Michigan, 1985. / Includes bibliographical references (leaves 179-191).

Thesis (M. Ed.)--University of Hong Kong, 2004.

The purpose of this study was to investigate the relationships between language development and reading ccmprehension found among thirty-three learning disabled students (LD) and thirty-three students in programs supported by Chapter 1 funds. These sixty-six subjects were in grades three through five in eleven elementary schools in Anderson Community Schools, Anderson, Indiana.The relationships between the language features of syntax and semantics, the language systems of listening and speaking and the levels of reading comprehension were assessed with the Test of Language Development - Intermediate (TOLD-I) and the Gates-MacGinitie Reading Tests, Level B Form 1. The .05 level of significance was set for acceptance of sixteen null hypotheses.The multivariate analysis of variance, used to determine if an overall difference existed between the groups on the assessment measure, indicated that such a difference did not exist. The two-way analysis of variance between the dependent variables of reading comprehension extended scaled scores and the TOLD-I quotient scores for the LD and Chapter 1 students did not yield significant differences. The Pearson product-moment correlation yielded statistical significance but low correlation coefficients (below .40) for the Gates-MacGinitie Reading Test (comprehension subtest) extended scaled scores and the TOLD-I quotients of Speaking, Semantics, Syntax, and Spoken language. All sixteen null hypothese were not rejected.

Thesis (M.S.)--Rowan University, 2009. / Typescript. Includes bibliographical references.

Thesis (M.A.) - Carleton University, 2007. / Includes bibliographical references (p. 163-170). Also available in electronic format on the Internet.