This large, international dataset contains survey responses from N = 12,570 students from 100 universities in 35 countries, collected in 21 languages. We measured anxieties (statistics, mathematics, test, trait, social interaction, performance, creativity, intolerance of uncertainty, and fear of negative evaluation), self-efficacy, persistence, and the cognitive reflection test, and collected demographics, previous mathematics grades, self-reported and official statistics grades, and statistics module details. Data reuse potential is broad, including testing links between anxieties and statistics/mathematics education factors, and examining instruments’ psychometric properties across different languages and contexts. Data and metadata are stored on the Open Science Framework website (https://osf.io/mhg94/).

As several intercultural communicative competence studies integrated telecollaboration, this practice has become popular in academia and other relevant disciplines such as bridging cultural differences. Nevertheless, most of such research has been conducted in South Asian countries such as China, Japan and Taiwan, as well as in North America and Europe, with the focus mainly on European languages, specifically English. The driving force of this research was because there has been a rapid increase in the number of learners of English and Arabic as foreign languages, who have rarely interacted together, either because of an existing limited understanding or narrow cultural awareness of each other’s cultures and perhaps languages. Accordingly, the researcher presented a comparative analyses of language learners' insights prior to and after their engagement in a telecollaborative experience. The research indicated that, in the past, there have been limited studies conducting similar investigations of those two settings, due to the tremendous differences in both the languages and cultures. The findings have shown the necessity of participants to understand each other’s needs and interests to result in successful telecollaboration during ICC process.

Mobile Assisted Language Learning Across Educational ContextsEdited by Valentina Morgana and Agnes Kukulska-HulmeNew York: RoutledgeUS $35.99ISBN 9780367714093 (Hardback)152 pages2021

The practice of writing in a foreign language is a demanding skill that requires deep understanding of relevant error types. This research focuses on understanding, analysing and specifying the error types related to writing in a foreign language in two different language settings, considering differences in their cultural and linguistic systems. The study has adopted two rubrics for marking and determining different types of error made by learners while writing in a foreign language (English or Arabic). Each rubric, with its error categories, is suitable for the nature of each language. The results of this study can lead to an understanding of major errors in English and Arabic writing experienced by foreign-language learners (e.g., mechanical errors in English and grammatical errors in Arabic). In light of these findings, future learners in academic writing classes of English and Arabic as foreign languages can be provided with further instruction on and exposure to common errors, as well as how to minimize them. Further research is recommended to explore both the benefits of providing sufficient feedback on learners’ future writing and how typical errors are made. KEYWORDS Error, writing, English as a foreign language (EFL), Arabic as a foreign language (AFL), virtual exchange, telecollaboration

Advancement in online collaboration between community members enables new forms of feedback in language learning settings. This exploratory study presents an analysis of peer feedback on writing tasks. Participants included learners of English and Arabic as foreign languages, at the college/university level, in two learning contexts (Saudi Arabia and the United States), throughout a 12-week telecollaborative project. Four different tasks, related to giving feedback on each other's writing, were given to participants in the two contexts. These activities were designed to investigate the impact of this approach at enhancing foreign language learning with telecollaboration. The objective was to create a digital environment for language learners, in which cultural elements could be discussed among people from diverse backgrounds. The study applied qualitative methods, using codes and thematic analysis. The data analysis was conducted with qualitative methodology, classifying speech acts and language functions based on Leng's framework (2014). The findings confirmed the positive contribution of this approach for language learning, specifically increasing intercultural understanding. Participants, regardless of their linguistic or cultural feedback, easily maintained reciprocal communication through shared feedback. Social interaction regarding the cultural encounter culture served as an active agent for the learning process of each target language. Pedagogical implications of this research include the value of situating peer feedback within telecollaboration to help students create their own intercultural stances by negotiating linguistic, social, and cultural inputs.