Matching linguistic and pedagogical objectives in a telecollaboration project: a case study

Abstract

This article attempts to analyse to what extent a distance collaboration project between two groups of university students sharing the same lingua franca (English), but with different course educational objectives can benefit its participants. We build on the knowledge gleaned from previous studies of second language telecollaboration which point to the advantages of such projects with regard to linguistic skills development, enhanced intercultural awareness, motivation and improved teaching skills as well as to constraints such as classroom, socio-institutional and interaction issues. Our article examines to what degree the different aims set up for two groups of English language teacher trainees and the design and implementation of the project influenced the perceptions of each group (Spanish B1 level students focusing on language development and Polish C1 level students concentrating on developing their pedagogical skills with technology) collaborating together to complete tasks using their L2 as a lingua franca. The results indicate that telecollaboration projects for groups with different course objectives offer a number of advantages, but may not benefit all participants to the same extent.

Keywords:

• telecollaboration
• teacher training
• CMC tools
• synchronous voice-based CMC
• oral development
• intercultural competence

Acknowledgements

The authors would like to thank the students who participated in this project and the anonymous reviewers for their insightful comments.

Additional information

Notes on contributors

M.C. Bueno-Alastuey

M.C. Bueno-Alastuey, PhD, is a lecturer at the Public University of Navarre where she teaches English teaching methodology courses related to ICT for learning and teaching foreign languages to Education Degree and Master students and English for Specific Purposes. Her research focuses on CALL, especially on blended learning design and implementation, the use of virtual learning platforms, telecollaboration and synchronous voice-based computer mediated communication. She has published nationally and internationally on these topics and is a regular reviewer for national and international CALL-related journals.

M. Kleban

Marcin Kleban, PhD, is a researcher and a teacher trainer at the Institute of English Studies in Jagiellonian University in Krakow, Poland. His research interests include applications of computer technologies in teaching EFL and teacher training, roles of technologies in language classrooms, telecollaboration in tertiary education and developing digital literacies.