Telecollaboration has received growing interest in language education as a way of fostering intercultural learning. While the body of literature primarily focuses on the impact of telecollaborative processes on intercultural learning, the effect of supportive mechanisms on intercultural telecollaboration has received little academic attention. This study aims to bridge this gap by examining the impact of the Quality Talk (QT) model--an instructional framework that provides linguistic resources to facilitate constructive discussions--on fostering intercultural sensitivity among language learners in higher education settings. Sixty-five students, including 46 Taiwanese students and 19 New Zealand students, voluntarily participated in the study. We used a mixed-methods approach in the research design to analyze pre- and post-tests on an intercultural sensitivity scale and students' reflective essays. Findings indicate that the QT model-integrated telecollaboration enhanced students' intercultural understanding and sensitivity. It helped learners build confidence and made intercultural telecollaboration more enjoyable. Learners also reported that meaningful conversations with their foreign counterparts deepened their understanding of their own cultures and others' cultures and encouraged reflection on cultural differences, resulting in their appreciation of cultural divides. The potential of the QT model in telecollaboration to facilitate intercultural learning and its implications are discussed.