The relation between face-to-face and online communication and its impact on collective identity processes is understudied. In this article I draw on two case studies conducted during a 3-year ethnographic study of the Global Justice Movement network in Madrid, Spain, from 2002 to 2005 to explore the unintended impact of e-mail on the sustainability, internal dynamics, and collective identity of two groups committed to participatory and deliberative practices as key features of their collective identity. I found that despite an explicit commitment to ‘horizontalism’ the use of e-mail in these two groups increased existing hierarchies, hindered consensus, decreased participation, and worked towards marginalization of group members. In addition, the negative and unintended consequences of e-mail use affected both groups, independently of activists’ evaluation of their experience in their face-to-face assemblies (one of which was overwhelmingly perceived as positive and one of which was perceived as negative). The article draws on e-mail research in organizations, online political deliberation research, and existing studies of e-mail use in social movement groups to analyse these findings.

The present study investigated Japanese students’ EFL vocabulary development through e-mail interactions with a native English speaker (NS), with primary focus on students’ imitation of new words. According to sociocultural theory, learners can internalize new linguistic knowledge by imitating an expert’s expressions to create his/her own utterances. This study, therefore, specifically examined whether (1) students could imitate the new vocabulary items provided by the NS tutor, and (2) they could retain these items at the end of the project. An examination of the e-mail log showed that students did imitate and use some of the lexis provided by the NS. The results of the post-test also revealed that some of the imitated words were subsequently retained. However, there were some words that had been learned without imitation. The questionnaire survey and the students’ interview comments indicated that students memorized a considerable number of new words provided by the NS by repeatedly reading them in e-mail text, as well as in other learning contexts, such as regular classes and independent study, through noticing, retrieving, and generating the meaning/form of each word (Nation, 2001). The study concluded that vocabulary learning via e-mail takes place not only by a single process such as imitation, but also by a combination of various processes functioning in an integrated manner.

Background: Few smoking cessation interventions have made extensive use of e-mail. Objective: This study set out to document how the e-mail component of an e-mail-based smoking cessation program was received by college smokers. Methods: Participants were randomised after enrolment to receive either a moderately intensive, e-mail-based intervention — the X-Pack Group — or a less intensive program based on a widely available smoking cessation guidebook. Participants were assessed at baseline and 3 months post-enrolment. This analysis is limited to those in the X-Pack Group (n = 48). Results: Twelve e-mails on average were sent out to each participant over the course of 6 months. Ninety-one per cent of participants reported reading all or most of the e-mails and 73% replied to at least one of the e-mails they received. On average, participants were positive about the e-mails received and most reported that they had liked the e-mails because of the social support and encouragement provided. The average time for counsellors to write and send each e-mail from the templates was 12 minutes, with a range from 2 to 60 minutes. Conclusions: These findings offer evidence of feasibility of an e-mail-based smoking cessation intervention in a college population.