Learning a Second or Foreign Language in a traditional classroom can become redundant and dull, with the “teacher as information giver; knowledge flows only one way from the teacher to the student” (Anikina, Sobinova, & Petrova, 2015, p. 158), but with new advances in technology that barrier could be overcome (Eisenberg & Ely, 1993; Kern, 2013; Warburton, 2009). The necessity of learning the English language to become part of a globalized community is imminent (Crystal, 2003), and therefore new ways of using technology in the classroom to create a more collaborative environment must be explored (Graddol, 2006; Levy, 2009). Teletandem (Telles & Vassallo, 2006; Vassallo & Telles, 2006) or telecollaboration (Guth & Helm, 2012; Jauregui & Bañados, 2008; Jauregui, de Graaff, van der Bergh & Kriz, 2011) can be used as methods to integrate technology into the learning process in order to help enhance the communicative competence of students (Lázár, Huber-Kriegler, Lussier, Matei & Peck, 2007) and give language learners an effective intercultural experience (Belz & Thorne, 2006; O’Dowd, 2003; Tudini, 2007; Ware & Kramsch, 2005). Students can participate in authentic activities and interactions (Crook, 1994; Lantolf, 2000), which allow them to learn about different cultures and customs (Clark, 1996). These types of experiences can also help students promote their collaborative learning (Doughty & Long, 2003). Telecollaboration gives the opportunity to combine many different factors that are vital to language education and learning, specified by Dooly as "social interaction, dialogue, intercultural exchange, and communication." (2017, p. 169). Multiple studies also focus on increasing students' motivation (Warschauer, 1996). Garden and Lambert (1959, 1972) focus on motivation and the second language acquisition, while others focus on how students’ motivation influences education and cultural learning (Dörnyei & Ushioda, 2011; Jauregi, de Graaff, van den Bergh, & Kriz, 2011). Telecollaboration gives students a dynamic, meaningful experience in their language learning process that increases their cultural awareness and motivation for learning the target language (Jauregi et al., 2011).

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Abstract Summary
The use of technology in university level ESL/EFL classrooms is an ever expanding topic. This telecollaboration pilot project between students from Universidad de Concepción and the English Language Institute at Nazareth College focused on the ability of technology to enhance students’ motivation, intercultural competence, and second language acquisition. Drawing on various scholarly sources, teacher observations, and student survey results from the 24 student participants, it was concluded that telecollaboration is an effective method of increasing student engagement and motivation in an intercultural dialogue. Telecollaboration also provided an authentic environment to develop key L2 (second language) communicative skills.

Authors:
Ester Quiroz, University of Concepción, Chile
Karis Hanson, University of Concepcion, Chile
Sarah Shaw, Nazareth College, United States

About the Presenter(s)
Professor Ester Quiroz is the Head of the English Teaching Programme at the University of Concepción Campus Los Ángeles in Los Ángeles, Chile. She carried out a virtual telecollaboration project in the English language with people from USA and Chile

Connect on Linkedin
https://www.linkedin.com/in/ester-quiroz-uribe/

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