Much has been written about telecollaboration, though there is less research specifically on the precise affordances of computer-mediated communication (CMC) technologies used in telecollaborative projects. There are even fewer studies that investigate the affordances of CMC from the perspective of the community of inquiry (CoI) model, which…

In the context of Virtual Exchange (VE) it is often assumed that participants will be naturally prepared to interact online successfully with their international partners. However, there is ample evidence in the literature to suggest that VE participants are usually unaware of effective communicative strategies in synchronous and asynchronous…

The International Virtual Exchange Project (IVEProject) has been connecting students across multiple countries through asynchronous forums on a large scale since 2015. However, considering the variety of virtual exchange methods and the advantages they bring to the field of foreign language learning, there is an increased need to explore the…

This qualitative study investigates learners' experiences in online international collaborative environments using both asynchronous and synchronous communication methods. Specifically, it focuses on the rewards, shortcomings, and difficulties learners encountered through posing critical questions about the nature of collaboration forms. Eight…

This paper is based on the reflections from a telecollaboration project between English as a foreign language (EFL) learners in Turkey and native or non-native speakers of English in the USA. The main purpose of the project was to help the participants to develop their intercultural communicative competence (ICC) via online (a)synchronous…

The study reports on a telecollaboration exchange between two teacher education classes in the United States and Turkey. In synchronous and asynchronous conversations, preservice teachers (PTs) engaged in social justice issues and made discourse choices that captured culture(s) and communities as diverse or essentialized. These choices were…

To what extent can the transformative power and language learning affordances provided by the study abroad experience be virtualized? The large-scale shift away from on-site study abroad to online learning in 2020-2021, caused by the COVID pandemic, has made it possible to compare data for in-person immersion learning versus digitally mediated…

This paper examines the use of technology in the development and assessment of interpersonal communication skills in an online second language (L2) Spanish classroom. The study explores the use of synchronous and asynchronous communication tools and strategies to promote interaction among learners, while also considering the challenges and…

The author presents a qualitative study on engaging teacher candidates in virtual teams towards instructional design projects. Through virtual collaborations via synchronous and asynchronous tools, pre-service teachers engaged in cross-cultural exchanges through project-based learning. This study examines how teacher candidates work in global…

This case study refers to the eTandem pre-mobility project coordinated by the Padova University Language Centre running twice a year since 2015 for approximately eight weeks. The project matches up local university students with incoming international students, thus boosting integration between the two groups and increasing internationalisation at…

The aim of this study is to compare how two different Virtual Exchanges (VE) contribute to language learning in a Japanese university context. Task-Based Language Teaching (TBLT) using VE has been a focus in this study. There are huge advantages of using technology in language teaching such as increasing language use opportunities, feedback, and…

Purpose: Distance universities are of great importance for establishing sustainability literacy, as they operate as multipliers for thousands of students. However, despite several advantages of e-learning environments compared to traditional class-teaching, there are still challenges regarding suitable e-learning tools and didactical models. The…

Aim/Purpose: This research inquires how students perceive the role of Technology Education and Cultural diversity (TEC) instructors in improving their 21st century skills. In addition, this study examines the students' preferred learning style: face to face, synchronous and asynchronous. Background: 21st century skills include, among others,…

This paper draws on two research activities to discuss the role of research at the Centre for Language Learning (CLL) at The University of the West Indies St. Augustine Campus in Trinidad and Tobago. Established in 1997, the CLL introduced languages for all into this Caribbean higher education (HE) context. The CLL also introduced an expanded…

This paper explores students' perceptions of the affordances of different telecollaboration tools used in an innovation project for English for Specific Purposes online learning carried out between the University of Valencia (Spain) and Wofford College (South Carolina, United States) during the school year 2015-2016. Different tools for…