New perspectives on processes and outcomes of telecollaboration in foreign language curricula

Paper presented by  K.Jauregi (Utrecht University & Tilburg University of Applied Sciences) at the AILA Conference: One World, Many Languages, In Brisbane, 10-15 August 2014.


This presentation explores how telecollaboration can be used in education to support meaningful language learning processes. Based on the research results of a large European project (, pedagogical proposals are discussed for adequate integration of telecollaboration in foreign language learning curricula in secondary education.

This presentation explores telecollaboration and the ways it can be used in education to support meaningful language learning processes. Telecollaboration is becoming increasingly popular in foreign language education; social media appear to have great potential to support new ways of learning whereby cooperation, communication and the learner are put in the center of the learning process following social constructivist pedagogies. However, research suggests that teachers and learners do not use telecollaboration extensively. Although efforts are being made by scholars to put digital literacy and intercultural and pedagogical competences high on the educational agenda, the reality shows how difficult it is to introduce innovation in traditional settings of education.This is true particularly for synchronous modes of telecollaboration.

Based on the research results of a large European project, NIFLAR (Networked Interaction in Foreign Language Acquisition and Research), conducted at tertiary educational level where impact of synchronous communication was measured on the motivation (Jauregi et al 2012), intercultural competence and interaction skills (Canto et al 2013) of students engaged in telecollaborating with peers from other countries, we present pedagogical proposals for adequate inclusion of telecollaboration practices in secondary education. We  present the results of pilot studies carried out during October-December 2013 at secondary education  within the TILA project (Telecollaboration for Intercultural Language Acquisition:, aiming at innovating, enriching and making foreign language learning more motivating and effective by stimulating telecollaboration for intercultural awareness with peers from other cultures according to relevant interaction tasks.


  • Canto, S., Jauregi, K. & van den Bergh, H. (2013).Integrating cross-cultural interaction through video-communication and virtual worlds in foreign language teaching programs. burden or added value? In ReCALL, 25/1, 105-121
  •  Jauregi, K.,  R. de Graaff, H. van den Bergh & M. Kriz (2012). Native non-native speaker interactions through video-web communication, a clue for enhancing motivation. In  Computer Assisted Language Learning Journal, 25.1, 1-19.

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