Curriculum integration is one of the concepts which has been discussed for years. Telecollaborative projects, which employ elements of distance learning, provide opportunities for putting the idea into practice. Analysis of eTwinning projects undertaken in Polish schools aims at demonstrating the integrative role of distance learning approaches and their contribution to integration of various themes in educational context. As the eTwinning framework is very flexible, allowing for teacher and students autonomy the projects may vary in the topics, age and number of participants, duration scope within curriculum etc. The study shows various levels and perspectives of curriculum integration which take place in eTwinning projects. It also discusses the role of distance learning at primary and secondary educational levels. The challenge is to transform international collaboration of selected schools an everyday practice for all learners and teachers.

In spring 2020 both teachers and learners experienced the interruption of education as it had been established for over 150 years and seemed to be unchangeable. The paper focuses on students’ perspectives on how they perceive the changes in learning due to the pandemic educational emergency response based on the results of a survey of students in four countries: Bosnia and Herzegovina, North Macedonia, Poland and Turkey. We aim at discussing the data collected at the end of the 2019-2020 Spring semester. The research focuses on the accessibility of the tools for learning, modes of instruction, as well as interaction patterns. In addition, we present students’ opinions on the difficulties they experienced, the learning strategies they adopted and what aspects of online learning should remain as a regular educational practice after the pandemic period.

The idea of creating short educational video clips oriented on the language, culture, or communication is well grounded in language learning pedagogy. They support comprehension and language skills of the students, intercultural competence, and digital skill. They change repetitive tasks such as rehearsal or rote learning into attractive and motivating activities well embedded in situated learning procedures making learning more personal. The study aims at analysis of the content of over 280 video clips made by pre-service language teachers between 2008-2014. The clips are intended for a variety of educational purposes (e.g., introducing new language, illustrating usage, enhancing practice, documenting performance, and assessment). Students used subtitles, intertitles, and narrative revoicing a story. They produced various genres. The results show that student teachers are able to produce multimodal texts to enhance various stages of learning and teaching processes (presentation, practice, and assessment) while developing six out of eight lifelong learning competences.

The European eTwinning programme, as part of the Lifelong Learning action has reached thousands of schools in Europe and beyond. It becomes a cultural trend in education where various theoretical grounds, managerial ideas, and practical solutions meet. Thus, in this chapter, eTwinning is presented as a practical collaborative implementation of ICT tools in education. Furthermore, an attempt to theorize it as an emerging trend, which combines communicative approaches to language learning, is made, including constructivist ideas – both social and cognitive, followed by constructionism as the key background concepts. A reference to other concepts, such as European Key Competences for Lifelong Learning and the feminist angle is made to contextualize the situation in schools. The conceptual framework is linked with the school practice in the ICT-based learning environment within the eTwinning programme. Further description, case studies, and evaluation of the results will be presented.

Telecollaboration in international school projects requires various competences from the participating teachers. A combination of intercultural, linguistic, technical and subject competences builds ground for successful team work with foreign partners. This article presents a survey on the use of ICT by language teachers, their attitudes to ICT and strategies of professional development, and ways of dealing with problems. On the basis of their opinions implications are drawn which might be applicable beyond the Polish context.

Crowdsourcing not only opens new perspectives within the general concept of Computer Assisted Language Learning (CALL), but also raises questions about ethics, motivation, and fair contribution. Technology offers platforms such as Duolingo, Bussu, and Babbel for learning languages with active contribution of the learners. Such applications reach millions of users. Thus, there is a need for initiatives to explore the potential of crowdsourcing for language learning. One of them is enetCollect CA16105 Combining Language Learning with Crowdsourcing Techniques, which is a European project within COST action. The aim of this paper is to disseminate the project’s ideas as well as present some results of the research done by the author as her contribution to the project activities. The findings show that language learners are not heavy gamers and the feedback they receive is the strongest motivational factor towards crowdourcing.

Online crowdsourcing sites/platforms have become popular in recent years. This study aims to uncover when, where, and how language learners in Turkey (TUR), Poland (POL), Macedonia (MAC), and Bosnia and Herzegovina (B&H) make use of the available crowdsourcing websites/games to learn foreign languages. To ensure parallelism among the data collected in the four countries, a cross-culturally appropriate online questionnaire in English comprised of two parts was designed for this study. Part one gathered information about the use of crowdsourcing sites, tools, and games, while part two elicited background information related to the participants (N=211). The data were analysed considering country- and context-specific variables. The results show that there are more similarities than differences in the ways informants in the studied countries perceive, and employ crowdsourcing resources to learn languages. Therefore, the findings might provide insights for experts, material developers and teacher trainers striving to create cross-culturally valid crowdsourcing platforms/games.

The abrupt change from face-to-face to Online Learning (OL) in the emergency COVID-19 semester surprised and forced students to alter their study habits. Then came the second online period, and students were expected to be happier and more successful since now they were familiar with OL. Was this the case? Had the ways students learned, their perceptions of human interactions among teachers and students in OL, their opinions on the learning environment and their computer literacy changed? Our paper aims to answer those questions using comparative analyses of data sets from the first and second OL periods and attempts to uncover the positive and negative shifts and the topics that remained unchanged. The study’s findings show that COVID-19 related educational changes had multidirectional influences on students’ learning, ingroup interactions, and views about education and OL. Hopefully, the empirical data collected in this study will provide valuable information about OL’s immediate and prolonged effects.