Interculturality and identity in computer-mediated communication: findings from L2 teaching contexts

Belmonte, Isabel Alonso; Vinagre, Margarita

doi:10.1080/09588221.2017.1321329

Cited by 12 publications

(4 citation statements)

References 29 publications

(16 reference statements)

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“…Taking this notion as their basis, most models of ICC elaborate on the different aspects of (self) awareness and internal transformation required in the process of becoming successful intercultural communicators (see Dooly, 2016 for an overview of definitions related to IC in telecollaboration; based on Spitzberg and Changnon's (2009) synthesis of '300-plus terms and concepts'; see also Vinagre & Corral, 2019). In relation to this, we have pinpointed this as a gap in VE: the frequent oversimplification of what is entailed in the notion of intercultural awareness and intercultural competence (Train, 2006;Kramsch, 2014;Dooly, 2016;Alonso & Vinagre, 2017;Godwin-Jones, 2019;Golubeva & Guntersdorfer, 2020).…”

Section: Research Findings That Have Been Mis-or Over Appliedmentioning

confidence: 99%

Research into practice: Virtual exchange in language teaching and learning

Dooly

Vinagre

2021

Lang. Teach.

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In this article, the authors reflect on the ways research on Virtual Exchange (VE) has had an impact on language education practices and, conversely, areas in which research has been underexplored, misapplied or perhaps even over applied by VE practitioners in formal education settings. Starting from a brief historical overview of VE, the text first outlines the features widely accepted as key aspects of this pedagogical approach before considering to what extent research results can be identified in VE implementation. Principal topics covered are the main aims regarding language development when VE is applied, assessment of language development through VE and VE and intercultural competence. While the article is not intended as a comprehensive review, it provides insight into the main foci of VE research and how these findings are reaching the language classroom (primary, secondary and university).

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Section: Research Findings That Have Been Mis-or Over Appliedmentioning

confidence: 99%

Research into practice: Virtual exchange in language teaching and learning

Dooly

Vinagre

2021

Lang. Teach.

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“…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. Telecollaboration projects are particularly essential as a requirement of the globalised world, in which there are necessities for developing cultural awareness and being able to act appropriately in cultural environments (Alonso-Belmonte & Vinagre, 2017). This is mostly because learners are able to gain a genuine experience of intercultural communication thanks to telecollaboration projects (Marczak, 2013).…”

Section: The Benefits Of Telecollaboration For Learnersmentioning

confidence: 99%

Dos and Don’ts of an Effective Telecollaboration Project

Toscu¹

2021

Kuramsal Eğitimbilim

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“…The described process is also called virtual exchange, COIL (collaborative online international learning), OIE (online intercultural exchange), e-Tandem, e-Twinning and e-Pals. Based on several studies and projects across the globe, and specifically in Europe (e.g., INTENT, UNICOLLABORATION, TILA), the integration of telecollaboration into classrooms and lecture halls has become valuable for language learners in particular (Cunningham, 2017;Kern, Ware, & Warschauer, 2017;Alonso-Belmonte & Vinagre, 2017).…”

Section: Telecollaboration: Affordances and Challengesmentioning

confidence: 99%

Assessing English Teachers as a Foreign Language (EFL) Telecollaborative Competence: A Case Study from Saudi Arabia

Khateeb¹

2018

ELT

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The role of telecollaborative competence has become vital among twenty-first century English language teachers. Yet, the reinforcement of this competence with its establishment within educational systems is not always straightforward; particularly in traditional educational settings. Looking at telecollaborative competence amongst English as a foreign language (EFL) teachers in relation to region, gender and qualification have become central inquiries within this research. The findings have shown correlation among some elements of telecollaborative competence as shown in Tables 1-6. In line with these findings, some recommendations, and future research directions have been suggested.

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Interculturality and identity in computer-mediated communication: findings from L2 teaching contexts

Cited by 12 publications

References 29 publications

Research into practice: Virtual exchange in language teaching and learning

Research into practice: Virtual exchange in language teaching and learning

Dos and Don’ts of an Effective Telecollaboration Project

Assessing English Teachers as a Foreign Language (EFL) Telecollaborative Competence: A Case Study from Saudi Arabia

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