本研究描述39名台灣高二學生與39名波蘭國三學生所進行的跨文化電子郵件交流，旨在為非英語系國家之學生創造真實的溝通寫作情境。研究目的不僅在比較兩國學生對於此活動的態度，其在語言及文化上的影響，同時也了解其間學生遭遇的問題與解決方式。在正式規定的信件寫作結束後，對於仍持續自願交換信件的學生，也將藉由訪談深究了解行為背後的動機。結果顯示，經過一學期的主題信件交換，兩方學生透過問卷及期末簡報表示對此活動肯定的態度；並自認為在語言與文化方面都有所收穫。大多數的學生都會選擇解決遭遇的困難，問題包括了聯繫、語言表達及電腦技術。此外，在正式規定的信件寫作結束的五個月後，研究者調查發現仍有三名學生自發性地持續交換信件。經由訪談可得以下結論：具備水準之上的英文溝通能力、高度自信、與波蘭筆友所建立的良好友誼是影響學生繼續交流的因素。文末附上教學建議以及限制，希望能提供對此領域有興趣的英語教師或研究者一參考實例

Abstract
The case study presents findings from a semester-long cross-cultural e-mail, with aim to have non-native speakers of English exposed to the real communicative writing context and experience a different culture. More importantly, it also serves as a model for the teachers interested in the field. 39 Polish junior high school students and 39 Taiwanese senior high school students participated in the project, and were matched based on their English proficiencies. The schedule and cultural-related topics were co-designed by the researcher and the Polish teacher. Students’ attitudes, their self-perceived gains in language and culture, and the difficulties and solutions throughout the exchange were explored and compared between two groups. Five months after the required e-mail writing was completed, a survey was conducted to find if any students still willingly carried on the exchange. The data included semester-end questionnaire, students’ reflections in final presentation, interviews, and teachers’ observations and were analyzed qualitatively and quantitatively. The results indicate that students were generally positive on the project, and recognized its effect on their self-perceived linguistic improvement and cultural understanding. Besides, instead of ignoring them, most students chose to deal with the difficulties related to contact, language, and computer. Due to their willingness to communicate, self-confidence in English, motivation, and good relationship with their Polish e-pals, three students continued the e-mail, which only lasted for two months though. Pedagogical implications, limitations and suggestions for the future studies were discussed.

Table of Contents
Abstract……………………………………………………………………….. i
Table of contents……………………………………………………………… iii

Chapter 1 Introduction………………………………………………………... 1
1.1 Background of the study…………………………………………………. 1
1.2 Motivation of the study ………………………………………………….. 2
1.3 Purpose of the study ……………………………………………………… 5
1.4 Research questions………………………………………………………... 7

Chapter 2 Literature review…………………………………………………... 8
2.1 Raising students’ cultural awareness……………………………………… 8
2.2 Facilitating students’ language learning…………………………………... 12
2.2.1 E-mail as comprehensible output…………………………………. 18
2.2.2 Assessment / evaluation of language gains in e-mail exchange…… 19
2.2.3 E-mail as collaborative interaction………………………………… 21
2.2.4 E-mail offers a non-threatening environment……………………... 24
2.2.5 E-mail with native speaker group v.s. non-native speaker group…. 25
2.3 Students’ perceptions of e-mail activity in language classroom………….. 27
2.4 The sustainability of e-mail interactions………………………………….. 29
2.4.1 Willingness to communicate………………………………………. 31
2.5 Conclusion………………………………………………………………... 33

Chapter3 Methodology……………………………………………………….. 36
3.1 Subjects…………………………………………………………………… 36
3.2 Project design…………………………………………………………….. 39
3.3. Methods………………………………………………………………….. 42
3.3.1 Reflections in the final class presentations……………………….. 42
3.3.2 Questionnaire……………………………………………………… 43
3.3.3 Interview and the researchers’ observations………………………. 47
3.4 Data analysis……………………………………………………………… 48
3.5 Procedures………………………………………………………………… 48
3.5.1 AJET Digital School………………………………………………. 49
3.5.2 Assessment………………………………………………………… 51
3.5.3 Topics……………………………………………………………… 53
3.5.4 Presentations and questionnaire implementation………………….. 55

Chapter 4 Results and Discussion ……………………………………………. 56
4.1 Demographic information………………………………………………… 56
4.2 Research question1: students’ attitudes, self-perceived linguistic / cultural gains………………………………………………………………………….. 57
4.2.1 Students’ attitudes towards the project……………………………. 57
4.2.1.1 Favorite topics……………………………………………. 60
4.2.1.2 Students’ perceptions of the teachers’ role………………... 63
4.2.2 Interactions………………………………………………………… 64
4.2.3 E-mail on students’ English learning……………………………… 66
4.2.4 Students’ additional gains…………………………………………. 68
4.2.5 Cultural learning…………………………………………………... 70
4.2.6 Students’ feedbacks and suggestions………………………………. 73
4.2.6.1 Students’ additional comments……………………………. 76
4.3 Research question 2: students’ difficulties and solutions ………………… 81
4.3.1 Difficulties…………………………………………………………. 81
4.3.2 Solutions…………………………………………………………… 84
4.4 Research question 3: students’ willingness to communicate……………... 87
4.4.1 Willingness to communicate………………………………………. 90
4.5 Summary………………………………………………………………….. 92

Chapter 5 Conclusion…………………………………………………………. 93
5.1 Overview of the study…………………………………………………….. 93
5.2 Pedagogical implications…………………………………………………. 95
5.3 Limitations of the study………………………………………………….. 98
5.4 Suggestions for future studies……………………………………………. 100

References…………………………………………………………………….. 102
Appendix A
Welcome to English E-mail Exchange Project……………………………….. 109
Appendix B
E-mail Exchange checklist……………………………………………………. 110
Appendix C
Guidelines for E-mail Project Presentation…………………………………… 111
Appendix D
Questionnaire…………………………………………………………………. 112
Appendix E
Interview questions…………………………………………………………… 114

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