Although a growing number of studies have recently been focusing on the affordances of
digital storytelling as a multimodal tool, relatively little attention has been given to the
collaborative process during digital story construction and how that may affect what the
participants gain from the experience. This paper focuses on an intercultural
telecollaborative multilingual digital storytelling project between pre-service French as-asecond-language
teachers in Canada and university-level EFL students in Taiwan. The
researchers lean on Bakhtin’s concept of dialogism and Fairclough’s concepts of
assumption/intertextuality to look into how the international partners negotiated to
accomplish digital storytelling assignments, how their own voices were expressed during the
telecollaborative writing process, and how this affected their completed digital stories. The
findings of this study unveil both interpersonal and sociocultural dimensions of negotiation
of meaning in technology-mediated collaboration. Based on the findings, the paper
discusses pedagogical challenges and prospects of using multilingual digital storytelling as a
transformational tool for intercultural learning, creativity, and language development, as
well as a space for voicing selves through creative literary articulation
