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Networking electronically has been considered a viable way to enhance the creativity, analytical capability, social awareness, intercultural communicative competence, and language communication ability of students (Belisle, 1996; O’Dowd, 2003). Computer-mediated communication (CMC) includes various forms of interaction, synchronous and asynchronous, such as e-mail, text and voice chatting, video conferencing, electronic discussion groups, and web-based bulletin boards (Son, 2006). There has been an increasing emphasis on CMC as an innovative way to increase foreign language use and intercultural awareness in the language classroom (Gonzalez-Bueno, 1998; Liaw, 1998, 2006; Liaw & Johnson, 2001; Liou, 2002; O’Dowd, 2003; Sakar, 2001).
The Internet, as advocated by researchers such as Liou (2007) and O’Dowd (2003), is a medium for CMC and a common instructional tool in the EFL classroom; it allows students to learn a foreign language independent of constraints on time and distance. According to a literature review of Uzunboylu and Ozcinar (2009), the main idea of computer-assisted language learning (CALL) is for students to learn on their own using interactive lessons. Instead of a method, CALL is a tool used to reinforce what has been taught in the classroom, and help students with limited language proficiency.
Even though a growing number of educators have acknowledged the importance of CALL, related studies have focused mostly on commercial CALL software, online interactive courseware, and email interaction. Among them, a significant amount of research has reported on intercultural email projects since email provides authentic language communicative experience. Some studies (e.g., Uzunboylu & Ozcinar, 2009; Yang & Chen, 2007) have investigated various kinds of internet-based learning, including both asynchronous (web-based courses and email) and synchronous (videoconference and chat room discussion) online communication. Most studies (e.g., Edasawa & Kabata, 2007; Gonzalez-Bueno, 1998; Greenfield, 2003; Ho, 2000; Li, 2000; Liaw, 1998, 2001, 2006; Lu & Liou, 2004; Sakar, 2001) have focused on asynchronous online communication, exploring the effectiveness of (key-pal) email exchanges in the area of EFL (English as a Foreign Language) teaching. These studies have recognized that email exchanges help EFL students develop intercultural competence (Ho, 2000; Liaw, 2001, 2006), English reading and writing proficiency (Gonzalez-Bueno, 1998; Greenfield, 2003; Ho, 2000; Li, 2000; Liaw, 1998, 2001; Lu & Liou, 2004; Sakar, 2001), and computer skills (Greenfield, 2003).