EFL Learners’ Perceptions About Language Learning and Culture When Using Telecollaboration

Abstract

<jats:p>This phenomenological study explores students’ perceptions about the relationship between foreign language learning and culture when using telecollaboration. Three main concerns underlie this work: the lack of studies that explore how students perceive the relationship between foreign language learning and culture in the local context, the need to explore the incidence of culture in language learning, and the role of telecollaboration in cultural exchange. Data were collected through questionnaires, focus groups, video recordings, field notes, and students’ artifacts. The findings show students’ understanding of the nature of language situated within functional and humanistic perspectives. Furthermore, participants alluded to the importance of language learning as a means to understand the scope of culture and cultural identity.</jats:p>

Examining the Vocabulary Knowledge and Idiomatic Structures of EFL Learners in a Culturally - Oriented Learning Context

“…Background knowledge proponents contend that refreshing background knowledge and connecting new information to historical knowledge helps improve comprehension. Students won't understand new passages properly if they don't have relevant knowledge about various topics in their heads (Bilokcuoglu, 2014;Bobrow & Bell, 1973;Ramí rez-Lizcano & Cabrera-Tovar, 2020). This research is enhanced by the schema theory, which postulates that human knowledge is divided into smaller components called schemata and that information is stored within them.…”

Dos and Don’ts of an Effective Telecollaboration Project

“…The recognized value of telecollaboration projects has been revealed in numerous research studies. Accordingly, telecollaboration has been found to have a positive influence on learners' motivation, cultural awareness, vocabulary knowledge and language skills (Anikina et al, 2015;Taskıran, 2019); academic achievement (Jaime, Domínguez, Sánchez, & Blanco, 2013); reflection upon cultures (Ramírez-Lizcano, & Cabrera-Tovar, 2020), intercultural competence (Bueno-Alastuey & Kleban, 2016); pragmatic awareness (Marti & Fernandez, 2016). Also, Taskıran (2019) elucidates the positive effects of telecollaboration activity for learners saying that it increases the learners' awareness of language abilities, encourages them to be involved in language exchanges, and helps them gain confidence in their language skills.…”

A Review of Studies Between 2017-2022

“…Yet, before moving to these trends and themes, it must first be noted that the selected literature also reflects-albeit scarcely, three major constants of the overall literature of language education, in relation to their interplay with interculturality. Ramirez, 2012;Rodrigez & Puyal, 2012;Stranger-Johannessen, 2015;Suwannoppharat & Chinokul, 2015).…”