This article presents data from a qualitative case study examining secondary ESL students' attitudes toward and perceptions of a collaborative e-mail exchange between a Form 4 (10th grade) ESL class in Hong Kong and an 11th grade English class in Iowa. The exchange was based on a researcher-designed instructional model, utilizing widely accepted theories and methods for modern second language instruction: cooperative learning, communicative language learning, process writing, project-based learning, and an integrated approach.
After exposure to the exchange, Hong Kong students were questioned about (a) changes in attitude towards computers and language learning; (b) effect of computer background on attitude, interest, and motivation; (c) perception of their acquired reading, writing, speaking, and listening skills; and (d) attitude towards cooperative learning. Data was collected primarily from pre- and post-model surveys and personal interviews.
The majority of Hong Kong participants said they enjoyed the exchange, gained general confidence in English and computer skills, and felt that they made significant progress in writing, thinking, and speaking. They were, however, ambivalent as to whether it improved standardized exam-related skills such as grammar usage and discrete language functions. As the project progressed, students with strong computer skills indicated less satisfaction than those with weak computer skills.
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According to self-regulated learning theory, the activities of studying and using learning strategies, which reflect self-regulated learning, promote academic achievement. In contrast, a student's participation in other activities may not produce positive effects. In the present study, structural equation modeling was used to test these hypotheses in a sample of 593 full-time, Ist-year undergraduates in Hong Kong. The results indicated that studying and using elaborative learning strategy were positively related to the student's self-assessed learning. Studying was also related positively to the expected grade point average. These results provide some support for self-regulated learning theory. Relationships between other activities and self-assessed learning were negative and nonsignificant; relationships between other activities and expected GPA were mixed.
[Copyright of Journal of Genetic Psychology is the property of Psychology Press . Full article may be available at the publisher's website: http://dx.doi.org/10.1080/00221329809596142 ]

Many institutions producing distance education courses employ teaching-learning specialists, who are most commonly known as instructional designers. The suitability of instructional design as a framework for educational development is questioned, since it is a prescriptive science and course design is an ill-defined problem. The designer-client relationship also implies a deficit assumption about academic staff. Action research is advanced as an alternative approach to educational development. It is argued that an important feature of course teams has been the critical discourse which is an integral part of action research. The Action Learning Project is used as an example of how the action research framework can be put into practice. The multi-faceted role of the 'critical friend' in supporting projects is described.
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