Dos and Don’ts of an Effective Telecollaboration Project

Toscu, Saliha

doi:10.30831/akukeg.807461

Cited by 5 publications

(2 citation statements)

References 35 publications

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“…Another research pointed out the use of a project-based approach through telecollaborative learning during the COVID-19 pandemic (Casañ Pitarch et al, 2022). The results showed increased communicative competence (see also Toscu, 2021) in international online environments, the development of intercultural and digital skills (see also Di Gennaro & Villarroel Ojeda, 2021) and positive effects of telecollaborative project work on foreign language learning. Besides these global outcomes of telecollaboration that were explored, there is also a study by Ennis et al (2021), where the authors explored the possibilities for giving and receiving peer feedback and meta-awareness of how language is used in the real world, in their case how English as a lingua franca is used, and intercultural communicative competence in general.…”

Section: Global Perspective Of Telecollaboration In Foreign Language ...mentioning

confidence: 98%

“…Telecollaboration was pp. 55-74 frequently used and its effects were explored by many researchers during the COVID-19 lockdown (Huertas-Abril, 2020;Di Gennaro & Villarroel Ojeda, 2021;Ennis et al, 2021;Toscu, 2021;Casañ Pitarch et al, 2022). One of them is Huertas-Abril (2020), who considered telecollaboration in emergency remote language learning and teaching.…”

Section: Global Perspective Of Telecollaboration In Foreign Language ...mentioning

confidence: 99%

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Telecollaboration as an ELF environment in the global age

Zečević¹,

Trkulja-Milekić²

2022

Zb Filoz fak Priština

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The focus of this paper is telecollaboration as a remote-learning environment and a way of transcending the distance between two or more groups of learners from different cultures/nations, who use English as a lingua franca (ELF), via computer-mediated-communication (CMC). It is regarded in the light of the qualitative content analysis of numerous theoretical and empirical research, according to which: 1) basic notions concerning ELF and its pedagogical implications, including the issues of culture and identity, are provided; 2) then, telecollaboration in foreign language learning is introduced through a theoretical framework and its general principles; 3) mainstream features of the such virtual educational environment are considered from the global aspect; 4) moreover, the way telecollaboration could be applied for practising the use of ELF is presented, and, finally, 5) its benefits for becoming a competent ELF user are emphasized, as well as possible limitations and suggestions for further researches. Accordingly, the main point of this brief overview is twofold: 1) to promote the possibilities of telecollaboration as a contemporary educational way of virtual information exchange within the ELF paradigm and English language teaching (ELT) field in general, and, 2) to arouse the interest of other researchers in keeping the pace with the similar future educational trends.

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Section: Global Perspective Of Telecollaboration In Foreign Language ...mentioning

confidence: 98%

Section: Global Perspective Of Telecollaboration In Foreign Language ...mentioning

confidence: 99%

Telecollaboration as an ELF environment in the global age

Zečević¹,

Trkulja-Milekić²

2022

Zb Filoz fak Priština

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Learning languages through virtual exchange: an international university network

Silvagni

Lpez

Hubčkov

2022

Language Learning in Higher Education

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This article presents an international telecollaboration programme called UniLingua, which was carried out between eight universities and university language centres during the 2020/2021 academic year. By promoting language exchanges, UniLingua aims to satisfy one of the most immediate academic needs of university students, which is to improve their plurilingual and pluricultural profile. This report describes, firstly, the origin and development of the project, andsecondly, based on the data collected from the questionnaires filled out by theparticipants, this report shows the most relevant results of the first edition ofthe project.

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Sustainable Higher Education via Telecollaboration: Improving Plurilingual and Pluricultural Competence

Polyakova

Galstyan-Sargsyan

2021

IntegrEdu

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Introduction. Due to globalisation, the modern workforce is significantly diversified. Therefore, there is a need to modernise and embrace innovation in 21st-century education to prepare international professionals to work in cross-cultural teams via digital platforms. While research in the recent past has primarily focused on the refinement of future expert competences in tertiary education, only a handful of studies have been done to establish how plurilingual and pluricultural competence can be digitally developed at the inter-university level. In this light, this study sought to bridge this gap in the research on the sustainable cooperation model. Materials and Methods. The design for the methodological plan of integrating plurilingualism and pluriculturalism in university teaching was premised on the need to promote networking among students from different universities and countries. Its major stages based on the Collaborative Online International Learning approach included three stages: find a partner, prepare the project and carry out the project. A virtual exchange experiment across two institutions of higher learning in Spain and Finland helped analyse plurilingual and pluricultural competence achievement by means of questionnaires. Results. A special Collaborative Online International Learning approach used to explore plurilingual and pluricultural competence and the effectiveness of online-assisted language interaction, teamwork or intercultural cooperation. The study’s findings confirmed that plurilingual and pluricultural competence among students could also be developed using virtual cooperation, thus supporting cost-effective options of sustainable university training. Discussion and Conclusion. The project had a positive impact on reaching sustainable education goals by highlighting intercultural interaction prospects. Besides, it displays real challenges such as different schedules, grading systems, timing, motivation or virtual interaction among learners and ways of overcoming them. Regardless of the fundamental idea of formative exploration, our study presents some findings that lecturers, language training practitioners and policymakers willing to apply telecollaboration will be deserving of thought.

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Dos and Don’ts of an Effective Telecollaboration Project

Cited by 5 publications

References 35 publications

Telecollaboration as an ELF environment in the global age

Telecollaboration as an ELF environment in the global age

Learning languages through virtual exchange: an international university network

Sustainable Higher Education via Telecollaboration: Improving Plurilingual and Pluricultural Competence

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