The impact of virtual exchange on TPACK and foreign language competence: reviewing a large-scale implementation across 23 virtual exchanges

Abstract

Several studies on Virtual Exchange (VE) have highlighted positive learning experiences, increases in technological pedagogical and content skills (TPACK) and foreign language (FL) competence. However, most VE research to date use qualitative or descriptive case-studies of how VEs have been implemented, and what “might” have worked. In this large-scale quantitative two-study design, we explored how 622 pre-service teachers developed TPACK skills and (perceived) FL competence over time in 23 VEs across 34 institutions in 16 countries. In Study 1, we used a (quasi-) experimental design of 3 VEs in an experimental (n = 151) or control group (n = 77) to explore the impact on TPACK. In Study 2, we used a larger sample of 20 VEs and 394 participants to replicate and contrast the findings from Study 1 in a broader context. In contrast to our expectations, participants in the experimental condition did not have higher TPACK skills growth relative to the control condition in Study 1, which was further confirmed in Study 2. Nonetheless, in Study 2 pre-existing TPACK skills influenced the development of (perceived) FL competence over time, whereby those participants who further strengthened their TPACK skills during the VE were more likely to nurture FL competence. A major lesson from this large-scale implementation is that VEs do not generate TPACK skills and FL competence by osmosis. We encourage CALL researchers to carefully reflect on any positive or negative finding that something has “worked” when there is no comparison or control group included.

Keywords:

• foreign language competence
• pre-service teachers
• TPACK
• virtual exchange

Acknowledgement

First of all, we would like to acknowledge the excellent contributions and feedback from Reviewer 1-2, which substantially improved the quality of this manuscript. Second, we are extremely grateful for all teachers and students who volunteered to participate in the 23 virtual exchanges. Third, we are very grateful for all the members of the Evaluate team who have contributed tirelessly on these exchanges. Evaluating and Upscaling Telecollaborative Teacher Education (EVALUATE) (582934-EPP-1-2016-2-ES-EPPKA3-PI-POLICY) is funded by Erasmus + Key Action 3 (EACEA No 34/2015): European policy experimentations in the fields of Education, Training, and Youth led by high-level public authorities. The views reflected in this presentation are the authors’ alone and the commission cannot be held responsible for any use which may be made of the information contained therein.