Different interlocutors, different EFL interactional strategies: a case study of intercultural telecollaborative projects in secondary classrooms

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• dc.contributor.author Chimeva, Yordanka
• dc.contributor.author Trenchs i Parera, Mireia
• dc.date.accessioned 2024-01-08T06:57:22Z
• dc.date.available 2024-01-08T06:57:22Z
• dc.date.issued 2023
• dc.description.abstract The purpose of this article is to investigate the interactional strategies that secondary school EFL learners use during telecollaboration with interlocutors from a different cultural and linguistic background. Its novelty lies in the educational level and cultural contexts explored as well as in the goal of examining whether frequency of strategy use may depend on the interlocutor and, if so, what the relevant factors are for such variation. The study focuses on two projects in which 10 participants from one Bulgarian school and 18 partners from two schools in Spain took part in dyadic synchronous videoconferences discussing culture-related topics. Data were collected via video recordings, field observations, semi-structured interviews, and questionnaires. The article presents both descriptive statistics and qualitative analysis of the communicative behavior of three case study students interacting with different telecollaborative partners. We found that the participants demonstrate differences in interactional behavior and utilize strategies with varying frequency depending on their interlocutor. The results also reveal crucial factors in the design of telecollaborative educational projects if learners are to successfully implement skills of discovery and interaction in real time.
• dc.description.sponsorship We thank all the participating schools, teachers, and students for their collaboration and the funding received by one author during the final stages of this research (AEI/FEDER, UE-PGC2018-098815-B-I00 and PID2022-141945NB-I00).
• dc.format.mimetype application/pdf
• dc.identifier.citation Chimeva Y, Trenchs-Parera M. Different interlocutors, different EFL interactional strategies: a case study of intercultural telecollaborative projects in secondary classrooms. ReCALL. 2023;36(1):104-18. DOI: 10.1017/S0958344023000228
• dc.identifier.doi http://dx.doi.org/10.1017/S0958344023000228
• dc.identifier.issn 0958-3440
• dc.identifier.uri http://hdl.handle.net/10230/58638
• dc.language.iso eng
• dc.publisher Cambridge University Press
• dc.relation.ispartof ReCALL. 2023;36(1):104-18.
• dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/PGC2018-098815-B-I00
• dc.relation.projectID info:eu-repo/grantAgreement/ES/3PE/PID2022-141945NB-I00
• dc.rights © The Author(s), 2023. Published by Cambridge University Press on behalf of EUROCALL, the European Association for Computer-Assisted Language Learning. This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http:// creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution and reproduction, provided the original article is properly cited.
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• dc.rights.uri http://creativecommons.org/licenses/by/4.0/
• dc.subject.keyword videoconferencing
• dc.subject.keyword telecollaboration
• dc.subject.keyword intercultural communication
• dc.subject.keyword interaction
• dc.subject.keyword secondary education
• dc.subject.keyword L2 acquisition
• dc.title Different interlocutors, different EFL interactional strategies: a case study of intercultural telecollaborative projects in secondary classrooms
• dc.type info:eu-repo/semantics/article
• dc.type.version info:eu-repo/semantics/publishedVersion