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In recent years, I have been giving our fourth-year students a semester-long research project assignment. The goal is for the students to apply the language skills they have acquired to researching a Japan-related topic of their interest. The students use all four skills, reading, writing, speaking and listening skills, while deepening their understanding of some aspect of the culture. Students' skills and interests vary at this level, and such intensive application of their knowledge to research results in a satisfying learning experience, in terms of enhancing their linguistic skills, developing research skills, and learning more about Japan.

In the fall 1996, I added a technology component to the project. Throughout the semester, Haverford students communicated with the students from Seiryo Commercial High School in Nagoya, Japan through multiple Internet-based activities in an integrated fashion: e-mail exchanges, CUSeeMe teleconferencing and interactive Web creation. By adding this technology component, I hoped to provide my students with additional authentic and relevant resources. By presenting their papers onthe Web, my students would put greater efforts into their projects, for they would know their works would be read by many. Above all, I wanted to provide my students with greater opportunities for real, personal andmeaningful communication when carrying out their research.

For this project, I worked closely with Mr. Makoto Kageto, a teacher at Seiryo Commercial High School. We worked on two topics: (1) at the Haverford students' research projects described above and (2), a studyof stereotyping by both groups of students.