1. E-mail to teach writing in the ESL classroom
Name: Matrix:
Maher Vann Singh PEH080024
Mohd Nizam Bin Salahudin PEH080033
Nur Izyan Nadiah Binti Azman PEH080054
Siti Farezza Binti Abd Muis PEH080065
Vanessa Tan Yi Yen PEH080072
Lecturer: Puan Foziah Mahmood

2. INTRODUCTION
 Research shows that by using ICT in ESL learning
is then transformed from a traditional passive-
listening process to an experience of discovery,
exploration, and excitement.

4. OVERVIEW
Summary: ICTs for
Part A Education
E-mail to teach
Part B writing in ESL
classroom
Part C Lesson Plan

5. PART A -SUMMARY
 The article entitled ICT for Education by Wadi D.
Haddad is about the potential and conditions of an
effective use of ICTs for education and learning.
 Wadi disucssess many aspects such as challenges
facing decision makers, the question of ICTS, the
potential of ICTS, the effectiveness of ICTS, and
integrating technology into education.

6. PART A -SUMMARY
 Firstly, the challenges that have significant
implications for education development. For the
national challenges, the problem occurred when
technologies are not well spread equally to every
country and this cause digital divide problem.
 Secondly, there are three types of technologies
such as instrument technologies, instructional
technologies, and dissemination technologies

7. PART A -SUMMARY
 Thirdly, Wadi also explains about the practicality
and the potential of ICT to reach large audience
includes a few mechanisms such as radio,
television, and virtual high schools and universities.

8. PART A -SUMMARY
 The use of ICTs teaching resources for educators in
classroom will enhance the learning process as they
motivate and engage students.
 Moreover, ICTs are sources that can sustain lifelong
learning, in which they are flexible, can be used on
demand where the information and skills will be always
updated to suit the needs of the increasing
sophistication of modern societies and also provide just-
in-time education

9. PART B- E-MAIL TO TEACH WRITING IN ESL
CLASSROOM
 Students engage in the act of writing in every
single day in their personal and private lives. Instant
messaging, blogging, posting comments on
MySpace and Facebook, emailing, and text
messaging are types of writing that only occurs in
21st century era.

10. PART B- E-MAIL TO TEACH WRITING IN ESL
CLASSROOM
 Belisle (1996):
 “A further advantage is that sometimes more writing
is actually accomplished when using e-mail.
Electronic blips on the screen are perceived to be
more changeable, more ephemeral, and less
indelible than traditional pen and pencil writing…”

11. PART B- E-MAIL TO TEACH WRITING IN ESL
CLASSROOM
 Patrikis (1995), e-mail allows communication
between students in a context where the teacher's
role is no longer at the center.
 ESL learners can experience increased control
over their own learning, since they can choose the
topic and change the direction of the discussion.
 The end goal is to communicate with another
person in the target language rather than to
produce a mistake-free composition.

12. PART B- E-MAIL TO TEACH WRITING IN ESL
CLASSROOM
 Gonglewski, Meloni and Brant (2001),
 “…e-mail extends what one can do in the
classroom, since it provides a venue for meeting
and communicating in the foreign language outside
of class. Because of the nature of e-mail, learners
do not have to be in a specific classroom at a
particular time of day in order to communicate with
others in the foreign language.”

13. PART C-LESSON PLAN
 Subject: English
 Date: 19th April 2012
 Class: 6 Ambitious
 Enrolment: 40 pupils
 Time: 12.25 – 1.25 p.m.
 Duration: 60 minutes
 Proficiency: Average to high proficiency
 Theme: World of Knowledge
 Topic: Writing e-mails
 Focused Skill: Writing
 Integrated Skill: Listening, Speaking, Reading
 Intended Learning Outcome: 4.8 – Give accurate
information when writing messages, instructions, simple
reports, and when filling out forms.

14.  Curriculum Specifications: 4.8.1 – Write a message
for a purpose
Behavioural Objectives: By the end of the lesson,
pupils should be able to:
i) Classify the dos and don’ts of writing an e-mail
into the table given in pairs
ii) Write a simple e-mail draft to the tourist information
of the country chosen
iii) Send the e-mail to the respective addresses using
their own e-mails
Language Focus: Vocabulary related to letter writing
Previous Knowledge: Pupils are familiar with the
usage of e-mails to send messages.

15. Stages/Time Content Teaching/Learning Rationale Remarks
Activities
Set Examples of 1) Teacher asks pupils To activate Whole class
Induction expected about the places or relevant participation
answers: countries they schemata
(± 5min)
would like to visit.
Singapore
2) Teacher asks pupils
America if they have visited To arouse
any of the places or pupils’
Spain
countries mentioned interest
before.
3) Teacher asks pupils
if they have written To lead in
e-mails before and to the topic
takes note of pupils’
responses.
To lower
pupils’
affective
filter

16. Pre- Examples of 1) Teacher separates To introduce Pair work
writing expected pupils into pairs. pupils to the
answers: 2) Teacher asks pupils if dos and
(±
they think that there don’ts of e- Teaching
15min) E-mails are
are any rules when mail writing aids used:
the same as
writing e-mails. table
letters
3) As guidance, teacher (please
We should relates e-mail writing to To prepare refer to
not use short letter writing and asks them for the Appendix 1)
forms pupils to compare and writing
contrast. activity
We should
4) Teacher places a table
always start
(please refer to
with a
Appendix 1) on the To ensure
greeting
board with an example that pupils
of the dos and don’ts understand
of writing an e-mail. that there is
5) Teacher gives some a structure
time to pairs to think that needs to
about any other dos be used
and don’ts that can be when writing
put in the table. e-mails
6) Teacher facilitates by
walking around the
class to answer any
queries pupils have.
7) After about 5 minutes,
teacher selects pairs to
come to the front to fill
in the table.
8) Teacher goes through
the table with the class
and discusses if the
table has been filled up

17. Writing E-mails 1) Teacher tells pupils to To let pupils Pair work
written by imagine that they are apply the rules
(± 20min)
pupils interested to travel to a of e-mail
foreign country and writing they Teaching
want to find out more have learned aids used:
information about the earlier example of
place. an e-mail
To provide
2) Teacher asks pairs to (please
practice for
decide on a country. refer to
writing
3) Teacher tells pupils to Appendix 2)
write a simple draft e-
mail about the
To allow
questions they have
teacher to
about the place they
asses pupils’
want to go to.
understanding
4) Teacher shows pupils
of writing e-
an example of a
mails using a
correct e-mail (please
structure
refer to Appendix 2).
5) Teacher reminds
pupils that they should
To get pupils
follow the dos and
ready for the
don’ts about writing e-
activity in the
mails discussed
post-writing
earlier.
stage
6) Teacher facilitates by
walking around the
room and giving
assistance wherever
necessary.
7) When pupils are
finished, teacher asks
pairs to swap their e-
mails and check if their

18. Post- Pupils’ 1) Teacher tells pupils that To expose Pair work
Writing finished e- they are now going to pupils to how
mails send the e-mails to the an e-mail
(± 15min)
respective tourist works
information centres.
2) Teacher allows pupils to
look for the e-mails of the To give
tourist information pupils
centres online. experience in
3) Teacher facilitates by sending an e-
assisting wherever mail
needed.
4) Pupils send their e-mails.
To enhance
their social
skills

19. Closure Examples of 1) Teacher asks pupils To recap Whole class
expected if the e-mail is an the lesson discussion
(± 5min)
answers: important tool for
communication and
E-mail is a very
why. To
important tool of
2) Teacher takes note reinforce
communication.
of pupils’ responses. learning
It is fast and
easy to use.
Everyone uses it
to communicate
with each other.

20. Appendix 1
The dos and don’t’s of writing an e-mail
Dos Don’ts
 Use an informative subject line,  Write ‘hello’ as your subject line.
 Write about irrelevant issues. The
which says what the email is about.
reader will soon hit ‘delete’ if the
 Write the most important
information first. e-mail doesn’t get to the point.
 Use numbers and bullet points to
 Give personal information that you
make the message clearer.
don’t want anyone else to know.
 Use simple grammar. Avoid things
(The email could end up in the
like the passive. (As emails are a
wrong hands)
fast means of communication, they
 Use capital letters to write whole
tend to be less wordy and complex
words as in emails, this is
than formal letters.)
considered shouting.
 Write short sentences.
 Use different fonts in the email (the
 Use paragraphs to keep the email
 clear and easy to understand recipient’s computer may not be
compatible)
 Use Italics (the reason may be
misunderstood, due to cultural
differences).
 Use exclamation marks.
 Use abbreviations like coz and uni,
as the recipient may not
understand them.

21. Appendix 2
Good e-mail model
Dear Mr Jones,
I’m a university student from Finland and I’m writing to get some information about your
language courses this summer. I’ve got a few questions:
1. Do you do a course for university students, which helps them with their
essay writing skills?
2. How many hours a week are the courses?
3. What sort of accommodation do you offer?
4. What after-school activities are there?
5. Do you do any trips to other towns in the UK?
I’m hoping to come over in June, so if you can get back to me as soon as possible, it
would be great. Thanks for your help.
Best regards,
Jaana Nikkinen

22. CONCLUSION
 In conclusion, ICT’s consequently
affect education system.
 There are many tools of ICT that can
be used in teaching in ESL classroom,
for instance e-mail.
 E-mail is an effective tool to teach
writing in ESL classroom. There are
many benefits of using e-mail and
ultimately it gives new experience for
learners.

23. REFERENCES
Belisle., R.(1996). E-mail activities in the esl writing class.
Access on 13 April 2012 from
http://iteslj.org/Articles/Belisle-Email.html.
Gonglewski, M. (1999). Linking the internet to the national
standards for foreign language learning. Foreign
Language Annals, 32(3), 348-362.
Krashen, S. & Terrell, T.D. (1983). Krashen's Comprehension
Hypothesis Model of L2 learning-The natural
approach, Pergamon.
Moran, C., & Hawisher, G. (1998). The rhetorics and
languages of electronic mail. In I. Snyder, (Ed.), Page
to screen. Taking literacy into the electronic era (pp.80-
101). London: Routledge.

24. REFERENCES
Margaret Gonglewski, Christine Meloni and Jocelyne Brant. ICT as
tool in ESL classroom.
The George Washington University (Washington DC, USA).
Patrikis (1995), Patrikis, P. (1995). Where is computer
technology taking us. ADFL Bulletin, 26, 2: 36-
39.
Warschauer, M., Shetzer, H. & Meloni, C. (2000). Internet for english
teaching. Alexandria, VA: TESOL Publications.
Gonglewski., M, Meloni., C & Brant., J (2001). Using e-mail in foreign
language teaching: rationale and suggestions. Access on 14 April
2012 from http://iteslj.org/Techniques/MeloniEmail.html.
Wadi D. Haddad (2012). ICTs for Education A Reference Handbook Part 1:
Decision Makers Essentials. Access on 12 April 2012 from
http://www.ictinedtoolkit.org/usere/pdfs/ICTs_for_Education_Essen