Investigating Language-related Tasks in EFL Settings in Light of Tele-Collaboration Phenomenon and Sociocultural Theory

Understanding the criteria of telecollaborative tasks are essential to boost learners’ linguistic, communicative and intercultural competence. This research aims to identify the correlational effect of gender and region on the recognition of the concept of telecollaboration in the sociocultural context of Saudi Arabia. It also focuses on determining and assessing aspects of the criteria of telecollaborative tasks currently employed language learning settings. One hundred and fifty-five teachers of English as a foreign language (EFL) have randomly participated in this study. It was reported that gender and region have no effect on the practice of telecollaboration. The findings have shown that current language learning tasks match some aspects of the criteria of telecollaborative tasks, such as focusing on meaning, negotiation and being reflection-oriented. Finally, this research has contributed to the assessment of the current sittings of EFL settings and to identifying the extent to which current EFL classes meet telecollaboration requirements

Effective design of online intercultural exchanges among successful EFL teachers in Slovakia

This mixed-method research examined the reasons, challenges, and use of online intercultural exchanges (OIEs) among Slovak English as foreign language (EFL) teachers in order to maximize the potential of OIEs for English language learning. The study collected data from an online survey, semi-structured interviews, and artifact analysis. The key findings of this study demonstrate that Slovak EFL teachers engage in OIEs to develop their learners’ intercultural competence and to collaborate with other European teachers despite the time-consuming nature of the OIEs. Based on the results of the study, effective OIE projects include clear task instructions, information-exchange, and collaborative tasks. In these projects, experienced teachers demonstrate flexibility, cultivate agency, and lead their English learners to create meaningful and engaging end-products. One recommendation is that the role of language be more explicit and intentional in order to leverage the linguistic potential of OIEs for English language instruction