The cross-cultural effects of electronic mail exchange on the Turkish University students of English as a Foreign Language (EFL)


This paper focuses on the role of electronic mail (email) exchanges in promoting intercultural learning. It is based on qualitative research from an email project between Turkish university students of English as a Foreign Language (EFL) and people of different national cultures around the world. The communicative approach (Hymes, 1974), or the intercultural communicative approach, preparing students for future needs (Belisle, 1996; Berenfeld, 1996), and reflexive impact (Byram & Fleming, 1998: 4, 12) are the leading principles underpinning this project. In practice, the emphasis is on fluency first, and grammatical accuracy second.

There can be little doubt today that email forms an integral part of our daily communication through the Internet. It was predicted that there would be over 150 million Internet users by the end of the year 2000, and that prediction has now been overtaken. The Internet has had a tremendous effect on the way in which we think, conduct business and teach. The British Council report on the Internet and English Language Teaching (1996) reports that schools worldwide have used email for international communication activities since the late eighties.

Many EFL students have corresponded with keypals (people exchanging emails) in English. This is a good opportunity to practice English and to learn to communicate. In addition, it is a highly motivating way for students to get valuable practice in both reading and writing. Not only can a keypal exchange improve specific skill areas, it can also have a profound impact on students' attitudes towards the target language and culture, and it can provide them with their first chance to really use the language outside the classroom context.

Language teaching should focus on both the learner's own culture and other cultures. This is a natural consequence of 'cultural awareness', a significant aspect of language learning. Without cultural awareness, a language cannot be properly understood.

We understand our own culture partly through understanding other cultures. Comparisons between the learner's own way of life and that of the other language community is an essential means to better understanding both. Comparison of our own and other cultures helps learners to perceive and cope with difference.

The development of communicative language teaching in the 1990s was characterized by an increasing emphasis on the integration of language and culture learning (Byram, 1997; Candlin, 1989; Kramsch, 1993). At the same time a close relationship was noted between the use of a task-based approach and the development of functional learning environments, and the potential of electronic learning networks for enhancing intercultural learning was recognized (Riel, 1994, pp. 457-458; Peterson, 1997, p. 31).

Candlin (1989, p. 3) affirms the importance of focusing on “the issue of the learner's personal identity versus his or her social identity and cultural identity within the process of language learning.” Kramsch (1993, p. 183) describes the following goals of foreign language learning and teaching:

  1. communicate appropriately with native speakers of the language;
  2. get to understand others;
  3. get to understand ourselves in the process.

The degree to which one is able to understand others and oneself, and to learn interculturally, depends on the learners' ability to open up to each other on an emotional plane, and the degree to which they are involved in meaningful activities that allow for negotiation of meaning. In the meaning-negotiation process, learners might strive for at least partial understanding of the communication partner, changing their own perspectives in the process to incorporate aspects of the other's point of view, or even changing their own perspective completely (Bredella, 1992). Central to this process, which is obviously dialogic, are tasks that initiate possible negotiations of meaning. While many proponents of task-based language learning note the importance of negotiation of meaning (see Crookes & Gass, 1993), Candlin is notable for the emphasis he places on empathy and tolerance as well as a critical stance in task design.

In addressing the educational goals of task design, Candlin (1987, p. 17) affirms that the exchange between self and other can be enhanced by tasks that allow “learners to become more aware of their own personalities and social roles, and those of their fellow learners...” While tasks highlight “how language is used to reflect and reinforce our value and belief system”, Candlin also sees the need “for tasks to take a critical stance” since the improvement of relations between learners' worlds inside and outside the classroom depends “upon mutual acceptance and tolerance of their members, and overcoming the barriers raised by ideology and prejudice.”



The participants in this study consisted of five Turkish students. They enrolled in the elementary level classes of English at the University of Bahçesehir's School of Foreign Languages and Informatics during the academic year of 2000-2001. University of Bahcesehir is an English-medium university in Istanbul. Their placement in the elementary level is based on their scores on the placement test administered by the School of Foreign Languages and Informatics.

Participants were given alternative email addresses of possible keypals from various countries, from which they selected their partners depending on personal preference.

The way the email exchanges are arranged

The researcher provided the alternative keypals emails taken from various sites connecting ESL learners. The subjects choose among them on their own preferences. The provided sites are:

  1. Dave's ESL Caf? -
  2. E-Pals -
  3. Linguistic Funland -
  4. EF Englishtown -



The project lasted four weeks, starting in the third week of November and ending in the third week of December 2000.


The researcher trained the participants about sending, receiving, replying and forwarding emails.


The researcher observed the email exchanges. Participants sent the researcher a carbon copy of each email they sent, and forwarded each email they received from their keypals.


There was no interference from the researcher in the grammaticality, comprehensibility or content of the emails. However, the researcher gave some possible topics to mention upon the request of the participants.


Because the participants were elementary students, they had problems of accuracy and syntax. Some of the people the participants tried to contact did not respond and some of their keypals gave only a few responses. An example of a lengthier exchange that is representative is given in Appendix A.


Given alternative keypals from various countries, participants were required to choose one or more keypals and exchange emails with them for four weeks. They were going to send a copy of each message they sent to their keypals and forward the emails they received to the researcher. The general and specific objectives of the project follow in the next two sections.

General objectives

  • promoting cross-cultural and social contact between different and distant communities
  • promoting exchanges of experiences that can lead to a better knowledge and understanding of one another
  • opening up of new and different horizons, perspectives and visions
  • broadening of general knowledge; and contact with other people and/or peoples, and cultures
  • broadening linguistic competences/skills in the foreign language
  • integrating new technologies in the learning process

Specific objectives

  • stimulating the pleasure of reading and writing
  • stimulating the writing process in the L2
  • promoting research habits
  • bringing the school and community closer together
  • giving students a wider reading audience/public

Data analysis


Content and communication were evaluated through observation and interview. Email copies sent by all sides were observed to identify the processes of mutual interaction, communication and socialization. Participants were interviewed about their progress and problems all through the email exchange process.


The initial messages exchanged display a need for the participants to begin to get to know each other through the sharing of basic information such as who they are and where they come from. These identification indicators include name, age, school, where they live, looks or physical attributes, characteristics, favorite hobbies, families or friends etc. The names of the participants are the most frequent indicator in messages. This is followed by age, school, area in which they live, physical attributes, family, and other interests.

The nature of content of the messages ranged from general to specific or topical, depending on whether the message tended towards only establishing contact and building rapport such as 'What is your favourite sport?', 'What sort of food of you like?', 'What do you do in your spare time?', or specifically focusing on a topic or issue for discussion such as 'Could you please tell me about Istanbul?', 'Do you celebrate Christmas?'. Again, the topics for discussion were decided upon by the participants themselves as they responded to each other's interests.


The study showed that an international email exchange between EFL students and people from different countries yielded a number of positive results. Students proved to be more motivated and displayed a positive attitude towards communicating to increase their cross-cultural awareness. Analysis of the electronic messages also showed maturity in students' cognitive development. The project also enhanced students' thinking skills as they responded to specific messages directed to them.

The interviews between the researcher and the participants showed that the participants:

  • liked and enjoyed having friends from abroad
  • had a feeling of curiosity in meeting new people and in learning about new cultures
  • liked to write in English
  • liked to improve their English
  • liked to learn about new cultures and personalities
  • exchanged cultural and personal topics
  • improved their vision/worldview

Pedagogical implications

Students must be encouraged to exchange emails to improve their cultural vision as well as to specifically learn English. Students become curious when they learn about other cultures, which encourages them to write and read more and improve their related skills and general English even if their level is beginner.

However, both researchers and participants need to understand the underlying overall purpose of the project and also how it will help them in specific areas. This will lead to a fuller appreciation and motivation on the part of individual schools to work towards meeting their specific targets set.

A clear step-by-step process of implementation as outlined in the specific stages below will determine clearly the procedure involved and what is required at each stage. This framework is a useful guide as to how much time and effort are required at each stage because the extent of involvement of teachers and the technical support staff will differ at each point of the project.

Advice/guidelines for further research

The following advice is based on personal experience and on feedback collected from different books and articles.

  • jot down all ideas that come to your mind about a possible project
  • start small and build on your experience
  • feel comfortable with the software and hardware you will be using
  • give 'meaning' to the project
  • structure its objectives, tasks and expected outcomes very clearly
  • define ages, grade levels, knowledge level (beginners, intermediate, advanced) and number of students involved
  • set beginning and finishing dates, as well as deadlines for certain tasks and/or phases; however, if necessary, allow for some flexibility
  • discuss the outline with your students (if there isn't enough time to plan the project with them)
  • post it in mailing lists and newsgroups
  • be quick to answer requests for explanations
  • try to find a partner you relate to
  • start by breaking the ice; let students introduce themselves and talk about their hobbies, interests, etc, in order to get to know each other and discover things in common
  • encourage genuine personal contributions from your students
  • be flexible about content: the 'unexpected' may be enriching
  • keep regular contact with all participants
  • keep a record of everything as you go along, including messages sent/received, your comments on how things develop, necessary changes/improvements, etc.
  • send 'thank you' messages to everyone at the end of the project

Further research

Cultural exchange via email exchange motivates students to improve their reading and writing. This effect could be researched. What elements in reading and writing are improved? To what extent?

The following questions also deserve to be researched:

  • What other methods and strategies can be used to direct students to exchange more and more efficiently?
  • Students don't know how to expand cultural topics and focus on interpersonal relations. Is that good?
  • How can we direct them for cultural exchange more?
  • What could be results of a global friendship?


There is no doubt that modern information technology provides students and their teachers exciting possibilities for innovative out-of-classroom opportunities in the teaching and learning of the English Language. In this study, for the teachers, it was experiencing a progression from an initial sharing among themselves of their personal selves and school culture, to one where their students appeared to take over the project in a direction of their own. The pupils' personal understanding of the world then extended to beyond the traditional confines of the classroom. The move away from set tasks associated with conventional classroom-based instruction encouraged a natural move towards and support of work which evolved directly from students' own interests, experiences and responses. This autonomy and self-directed management of their own learning process helped them bridge ties and cross national boundaries.


I would like to thank my students and their keypals for their effort. In particular, I would like to thank the students who gave permission to publish their email correspondence (see Appendix A).


  • Belisle, R. 1996. Email Activities in the ESL Writing Class. The Internet TESL Journal. 2(12). Available at
  • Berenfeld, B. 1996. Linking Students to the Infosphere. T.H.E. Journal onLine [online] available at
  • Bredella, L. (1992). Towards A Pedagogy of Intercultural Understanding. Amerikastudien [American Studies], 37(4), 559-594.
  • BRITISH COUNCIL. 1996. The Internet and ELT: Other Internet Resources for ELT. Available online at:
  • Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon, UK: Multilingual Matters.
  • Byram, M. and Felming, M. 1998. Language learning in intercultural perspective: Approaches through drama and ethnography. Cambridge University Press.
  • Candlin, C. N. (1987). Towards Task-Based Language Learning. In C. N. Candlin & D. Murphy, Language Learning Tasks (Pp. 5-22). Englewood Cliffs, NJ: Prentice-Hall International.
  • Candlin, C. N. (1989). Language, Culture and Curriculum. In C. N. Candlin, & T. F. Mcnamara (Eds.), Language, Learning And Community: Festschrift In Honour Of Terry R. Quinn (Pp. 1-24). Sydney: Macquarie University, 1-24.
  • Crookes, G., & Gass, S. M. (Eds.). (1993). Tasks in a Pedagogical Context. Integrating Theory and Practice. Clevedon, UK: Multilingual Matters.
  • Davis, R. S. (1995). Mextesol Journal Volume 19, Number 2
  • Hymes, D. 1974. Foundations in sociolinguistics. Philadelphia: University of Pennsylvania Press.
  • Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford, UK: Oxford University Press.
  • Peterson, M. (1997). Language Teaching and Networking. System 25,(1), 29-37.
  • Riel, M. (1994). Educational Change in a Technology-Rich Environment. Journal Of Research On Computing In Education, 26(4), 452-474.

Appendix A

Samples of one pair student keypal emails (in dialogues)

Cihan's Dialogues:

  • From: cihan göncü <>
  • To: <>
  • Cc: <>
  • Sent: Saturday, November 25, 2000 5:37 PM
  • Subject: hi friend!!!
  • hi!!! I'm Cihan.I'm 18 years old, I live in Istanbul,Turkey.I'm a student in university. My favourite sport is basketball because I'm a basketball player in Yesilyurt Sport Club. I have been playing basketball since 1993.I like metal music but I listen to all music.And I want to mark a pen pal. Nice to meet you. please write me back soon. I'm waiting your answer. see you later!!!!!!!!!
  • From: “Mitsuko Tokunari” <>
  • To: =<>
  • Subject: Thank you for your letter
  • Date: Tue, 28 Nov 2000 22:49:20 +0900
  • Thank you for writing me and I was so glad. Nice to see you! I have heard the name “Istanbul”. But I don't know about it very much. I wanna know where it is, how it is like... Please tell me about your country. I used to belong to basketball team till last year. Iwas playing for only 3 years. Since I enterd the college, I play tennis. It's so exciting!! By the way, are you boy or girl? sorry, but I can't distinguish only your name... Of course, I'm girl. I majar in English in univercity. Everyday, I enjoy my campus life!! Please tell me your campus life. I'm interested in R&B. Please write me soon.
  • From: cihan göncü <>
  • To: Mitsuko Tokunari <>
  • Cc: <>
  • Sent: Wednesday, November 29, 2000 7:48 PM
  • Subject: Re: Thank you for your letter
  • Thank you and I was so glad,too. Istanbul is very big city. It has got very mixed traffic,every day. Famous historic districs Topkap? Palace,Dolmabahce Palace,Yerebatan Palace and Ayasofia museum. They're very beautiful buildings. Istanbul has got two bridges. theri names are Bogazici Bridge and Fatih Sultan Mehmet Bridge. I know last name is very long but you can say it Fatih Bridge :-D. Istanbul is on the south west to Turkey. The best cities are Levent, Taksim, Bakirkoy, Aksaray and Besiktas. By the way, who is me? I'm a boy. My height is 1.96. I said “I'm tall”. It's true. please tell me your describes and your city life. I'm learning english. I'm in first level.So, My campus life is very easy.My friends are talking Turkish but I want to speak english.I think, I will be a big student in the university :-D. Our lifes are past the cafe. I don't smoke, I don't like smoke. But my friends are very smoke in cafe every day. I'm staying my home with my family. I will to mention to they next mail. see you later nice to meet you and see you!;-D.
  • From: “Mitsuko Tokunari” <>
  • To: <>
  • Subject: How are you.
  • Date: Wed, 29 Nov 2000 23:27:36 +0900
  • Hi! now, Japan time is 11:04 p.m. I have just finished my English home work. I wonder how long the gap of time between Istanbul and Japan. Have you been to foreign countries? I've been to England for 6 weeks When I was 16. It took about 12 hours from Japan to England. I remember I was so tired but lookd foward to stay there. England was so beautiful. Only a point I couldn't like was their food!! It was not good... I wanna live there but I can't coz I hate their food. I think Japanese food is so delicious. How about your country food? I hate smoking,too. But I have friends smoking,too. The boys of my tennis club always smoke! So I got used to the surroundings. Uhooo, recently, it's cold in Japan. It's 12 degree. I hate winter. Do you klnow Japan has 4 season, Spring, Summer, Autumn, and Winter. Spring is warm. Summer is hot(about 30 degree). Autumn is a little cool. Winter is so cold! We usually wear coat in Winter. How is your country's weather? See you soon.
  • Sent by: cihan “göncü” <>
  • To: Mitsuko Tokunari <>
  • cc: CN=Asim SAKAR/O=Bahcesehir
  • Sent: Wednesday, November 29, 2000 5:37 PM
  • Subject: Re: thanks,and you
  • hi Mitsuko! thak you for your mail.Turkey time is 11 pm. I have just finished my homework,too. I don't know how long gap of time between Istanbul and japan. But, maybe it's 12 hours. I don't know because I don't foreign countries. But I want to see.Iwent to other cities. Because, you know I'm a basketball player. Our matchs are in their cities. There is a one saturday to Yesilyurt between Kusadas?. I saw other cities.their foods are very very unusual. Adana's Kebap,Urfa's cig kofte,Afyon's kaymak,... they are foods' turkish names. You are come here to next days.I will wait you. Istanbul's weather is very cold now. maybe it's 10 degree as if freezing cold,uuuuv!!! Istanbul has 4 season,too.Spring,Summer,Autumn and winter.Now autumn. but it as if winter. Spring is little cool,Summer is boiling hot(about 37 degree),Autumn is little cold,Winter is freezing cold(about -12 degree). We are always wear coat in winter. So, again, thank you for your mail. and you tell me your family and what do you look like. ;-D. ok! see you!!!!
  • From: cihan göncü <>
  • To: Mitsuko Tokunari <>
  • Cc: <>
  • Sent: Friday, December 01, 2000 5:11 AM
  • Subject: Re: How are you.
  • hi mitsuko! How are you? I will go to Kusadasi on tomorrow. then I will play basketball match. When I come back my home I read your mail and send mail to you. see you sunday my friend I want to see your mail on sunday...
  • From: “Mitsuko Tokunari” <>
  • To: <>
  • Subject: Introduce myself
  • Date: Sat, 2 Dec 2000 16:22:46 +0900
  • Hi cihan!!! How are you today? I was absent from school yesterday becase of cold... I'm getting better now. How was your basketball match? Your position is center, isn't it? I used to play basketball as center, too till last year. It's so hard sports! By the way, do you want to know my appearance? I have got a black eyes, brown hair. I'm 164 cm tall. My friends tald me slim. My hair is straight, about sholder. That's all. There are 7 peaple in my family. My grand parents, my parents, 2 elder brother, and me. My grand father is 80 years old, my grand mother is 76, my father is 54, my mother is 50, my elderest brother is 21, my elder brother is 20, and I'm 19. All of us is so fine. My mother is a elementary school teacher. My father works at office in Tokyo. My elderest brother is a university student and major in Psychology in Kyoto. Kyoto is far from here, so he live alone there. My elder brother is a university student, too. He goes to Tokyo university, the highest level in Japan. I go to my university by train. Japanese usually use trains. But it takes about 1 and a half hours from here to the university. It's far. I always listen music with walkman. Do you have walkman that we can listen music by headphone. It's so useful. I got a car license this year. So I often drive a car. Have you ever study about Japan? I have studied about Istanbul in history class. I know Osman, Constantinople, and so on. Which language do you speak ? Of course, we speak Japanese. Please write soon. Bye.
  • Sent by: cihan “göncü” <>
  • To: Mitsuko Tokunari <>
  • cc: CN=Asim SAKAR/O=Bahcesehir
  • Sent: Sunday, December 3, 2000 5:37 PM
  • Subject: Re: the best team yesilyurt
  • hi mitsuko! Thanks and you? I was so sad for you but now I'm happy because you are getting better.The match was very well. Match's score finished YES?LYURT=142, Kusadas?=68.I enroled to 30 points. I use to play basketball as forward. I did five slam dunks on that match.Yes,maybe it's so hard but I think it's easily. you are tall according to japenese people.I think you are so beautiful. What did you do at the weekend. I went to Kusadas?. Kusadas? is so beautiful city. by the way, there are 4 of us in our parents,my elder sister and me.My father's name is Cemil,40 years old.He is an apartment keeper.he is very friendly My mother's name is Zulbiye( I know her name is so hard),42 years old.she is a housewife.she is a kind.My elder sister's name is Aygul,23 years old. she is a babyattendant.And there was one elder brother to me two years ago.but he died in 1999 in war. He was a soldier on north east Turkey.I so wish him.
  • By the way I goes to university by's so far.because it takes 1 hours from here to de university.I usually listen to music with walkman but I always listen to music on my computer. I didn't study history from japan. But I know Hiroshima and American people's throw to Atom bomb.(I don't know atom bomb from english.)When I heard and I so sad. We speak Turkish.OK! please write me back soon! see you my best friend!
  • Sent by: cihan “göncü” <>
  • To: Mitsuko Tokunari <>
  • cc: CN=Asim SAKAR/O=Bahcesehir
  • Sent: Tuesday, December 5, 2000 5:37 PM
  • Subject: Re: I'm so sorry...
  • Hi mitsuko! how are you! I know I always ask for you this question but I pession to you. sorry, I didn't sad. you didn't make me sad. you ask me do you use to computer in your house. yes, I use to computer in my house every night.I wanna join to NBA. It's my best dream. Mirsad is first Turkish people joined to NBA,Hidayet second and me hope will be third Turkish people. “I'm very detesting to war.” By the way, I can slam. I can fantastic slam. I don't forget to you,too. when I was join to NBA I will say hi for you on tv. I'm sorry again. see you tomorrow.write me back my best friend... BEST W?SHES, Cihan
  • From: cihan göncü <>
  • To: Mitsuko Tokunari <>
  • Cc: <>
  • Sent: Tuesday, December 05, 2000 2:07 AM
  • Subject: Re: Bad Monday :-o
  • Hi Mitsuko! How are you today? I'm fine. I came to school 10 minutes ago. I looked the your mail but I didn't see your mail. Ok! I'm very tired today last lesson I slept. :-D. What did you do today. See you soon. you don't forget write to me email.
  • From: “Mitsuko Tokunari” <>
  • To: <>
  • Subject: I'm so sorry...
  • Date: Tue, 5 Dec 2000 23:08:22 +0900
  • I'm sorry to make you sad. But I wanna explain! When you send me in December.4, I read and wrote you soon. And I tried to send it . But my computer was not working. I didn't know how to repair this computer. So my father repaired now!!! Don't be sad, please. If I can't send you for several days, you don't have to be worry. I will not forget you and be your best friend forever !! You seemed to enjoy the baketball match. I was surprised that you enroled 30 points!! You can slam dunk, can't you!!! It's so cool. I think you can join in NBA!! Do you wanna join in NBA? If you can do it, I'm sure to go watching your game. Did you ask me what doing on weekend? I usually go shopping with my friends, do part time job, watch movies, and so on. My part time job is that work at hotel as waitress. The hotel is so wonderful!! I work there only on weekend (5 times a week.) It's not easy to do the job. Anyway, My favorite movies are “MY GIRL”, “MY FRIEND FOREVER”, “PRETTY WOMAN”, and so on.... These are American movies. Can you watch American movies in Turky?? Try to watch them (^o^) !!! By the way, I'm so sorry to hear that your brother had gone in the war.... Does the war continue stil now? Where was it happened? I'm shock to think that people same us killed each other in the world now. Please accept my sympathy in this time of sadness and loss. Atom bomb threw in Hiroshima about 50 years ago. However I don't know very well, I know how cruel it was. I'm sure that it never happen again . Today, I saw the pictures that my friends had been to Turky last month. They also seemed to go to Istanbul. What a wonderful place it is!! They said, “I think Turky is a country mixed Asia and Europe”. I wanna go there. But I don't have enough money... Are there many people have parsonal computers?? Do you use computer at your house? I use it at home every night. See you later. Bye
  • From: cihan göncü <>
  • To: Mitsuko Tokunari <>
  • Cc: <>
  • Sent: Thursday, December 07, 2000 4:36 AM
  • Subject: Re: I'm so sorry...
  • Thanks! What's up,too. I said my appearance but I can say again. I have hazel eyes. I have short,brown,wavy hair.I have full lips. I'm tall and well built. So, I played basketball today. I play basketball 6 times a week. Wouv! but, Do you know? I won't play basketball. because I will go to school on tomorrow. Please you write me your cultural activities. See you friend.
  • From: “Mitsuko Tokunari” <>
  • To: <>
  • Subject: Thanks !
  • Date: Thu, 7 Dec 2000 23:45:16 +0900
  • Hi! What's the cultural activities? Japanese's ? Well, for example, when we become 20 years old, we go to the congratulatory place wearing KIMONO. The KIMONO is the Japanese traditional fashion. We wear it in special time. And in general, only female do it. When girls become 3 and 7 years old, we wear it and go to the temple and pray about health and so on... When boys become 5 years old, we do same thing. In 3, March, (we call HINAMATSURI) , it's for congratulating little girls. For it, we decorate HINA dolls at own house. It's dolls look like ancient people. There are many things as our tradition . Are there any cultural activities in your country? Please tell me. See you soon.
  • From: “Mitsuko Tokunari” <>
  • To: <>
  • Subject: Hi Cihan !
  • Date: Thu, 14 Dec 2000 22:22:20 +0900
  • I stayed at my friends house yesterday. And I checked my Email. But I've not got your mail. I was disappointed... The chrismas is getting nearer. What will you do in chrismas ? In Japan, some young people go somewhere with friends. Maybe, I'll also go somewhere by car. I decolated chrismas tree in my house. How about you ? I'm looking forward to your letter ! I'm waiting yur mail, too. See you later. Bye. Lots of love, Mitsuko
  • Sent by: cihan “göncü” <>
  • To: Mitsuko Tokunari <>
  • cc: CN=Asim SAKAR/O=Bahcesehir
  • Sent: Tuesday, December 12, 2000 5:37 PM
  • Subject: Re: Hi friend !
  • Hi Mitsuko! I'm fine today. But my Internet finished. see you tommorrow. I will write you letter or mail. you don't forget me because I don't forget you byes!!!
  • Sent by: cihan “göncü” <>
  • To: Mitsuko Tokunari <>
  • cc: CN=Asim SAKAR/O=Bahcesehir
  • Sent: Friday, December 15, 2000 5:37 PM
  • Subject: Re: Hi Mitsuko!
  • Hi friend! How are you today? I'm very tired because I was very busy yesterday. I went to basketball club and I began training. we always ran trainer always shouted to we. “you are a lazy you don't work you are only a stupid.” you will ask for me. “why did he shout you?” because we lost last match. We were very bed play during the match. I sat. I played 5 minutes I put 4 point their basket. But tomorrow there is a last match. I think we'll win that match. again I'm sorry I can't send mail to you. but you know my internet finished. I'm in the internet cafe now. I'm writing there. Computer is very slovly. so, by the way, I'll go to pub on christmas day. I'll very enjoy. Sorry I don't send a letter because I'don't look my email and I can't your address. ok! see you friend I will buy a new internet and I'll send mail so much. Have a nice christmas day. Bye friend
  • From: “Mitsuko Tokunari” <>
  • To: <>
  • Subject: Dear my friend.
  • Date: Sat, 16 Dec 2000 19:14:38 +0900
  • How are you today? I'm good. Today, I want to my cousin's wedding party. She is 24 years old, a daughter of my mother's sister. I wore “KIMONO”. I was taken photos. So I wanna send them to you. Can I ask your address ? And please send your photos, too. I've been waiting for your letter. I tell you my address again. 14-4-8, Yachiyodai Kita, Yachiyoshi, Chiba, JAPAN, 276-0031 My name is Mitsuko Tokunari. Why was your Internet finished? Does it have Limit?