Methodologies and Pedagogical Applications of Integrating Telecollaboration in Language Teacher Education

Abstract

In light of globalization and advancements in communication technologies, telecollaboration is increasingly used for promoting the professional development of language teachers. However, very few reviews have been conducted to examine teachers’ telecollaborative learning. To address this gap, this study provides a systematic review of 56 telecollaborative studies that focused on teacher professional learning and were published between 2010 and 2020. The study aims to address the following two questions: What are the main characteristics of methodologies used in teacher telecollaborative studies? What are the main characteristics of pedagogical applications of teacher telecollaborative studies? Besides reporting on emerging methodological trends among the primary studies, this synthesis uncovers three patterns in the pedagogical applications: (a) diversification of mixed pedagogical models, (b) increased integration of pedagogical mentoring across telecollaborative learning stages, and (c) increased integration of telecollaboration in classroom practices. These findings offer implications for future research and practice in the field of language teacher education.

The Multifaceted Field of Virtual Exchanges in Teacher Education: A Literature Review

“…knowledge, two literature reviews have been published by Wu (2021Wu ( , 2022 on how telecollaboration is used in language TE for this specific period of time.…”

“…In the field of TE, the anthology of Hauck and Müller-Hartmann (2020) offers insights into the multifaceted field of research and practice of VE. In the field of language TE, Wu (2021Wu ( , 2022 published two systematic reviews on how telecollaboration is used in language TE. The former publication is concerned with themes inherent to the integration of telecollaboration in language TE and focuses on outcomes from 2009 to 2019.…”

Virtual Exchange as a Transformational Third Space for English Language Teacher Education

“…VE is becoming recognized as a valid approach for language teacher education (e.g., Dooly & O'Dowd, 2018;Dooly & Sadler, 2019;Baroni, et al, 2019;O'Dowd & Dooly, 2020;Hauck, et al, 2020;Cerveró-Carrascosa, 2022;Fuchs et al, 2022;Wu, 2022;Bilki, et al, 2023). O'Dowd, et al, define VE as a "term used to refer to the sustained engagement of groups of learners in online intercultural interaction and collaboration projects with partners from other cultural contexts or geographical locations as an integrated part of their educational programmes" (2020, pp.146-147).…”