Abstract

This study explores the pedagogical implications of implementing email in an ESL writing classroom. The primary concern of this study centres on how participants communicate via email in a collaborative learning ambience incorporating writing process approach and pair work activity. The study addresses these concerns by focusing on three main areas for investigation namely; interactions, knowledge construction process and writing performance. Findings illustrate participants’ interactions are focused predominantly on task-related activity and active correspondences occurred at the early stages of the writing process activity. The process of knowledge construction transpired from an interactive process focusing on three main categories analyzed; questions, clarification and support. Overall, the students’ writing performance depicts improvements in the criteria included in the evaluation of the essay writing specifically the content, organization and writing style. The study analyzes the pedagogical implication and offers insights for further study to be explored to attain a better understanding of how learners interact and construct knowledge in a collaborative learning environment via email discussions and the impact on their writing performance particularly in ESL writing classrooms.