The United Nations' Sustainable Development Goals (SDGs), which were adopted in 2015 as part of the 2030 Agenda for Sustainable Development, "provide a shared blueprint for peace and prosperity for people and the planet" (United Nations, 2020a). The SDGs, which include gender equality, quality education, and ending poverty, are those…

In telecollaboration research, scholars have broadened their focus from the purely linguistic details of online intercultural encounters to include its multimodal dimensions. Yet, no study to date has explored spatial repertoires, namely the totality of semiotic resources (e.g., speech, image, objects) embedded in a particular environment and used…

In order to develop pragmatic competence in a language other than our own (L2), it is important to have enough knowledge of the cultural norms of the target language and enough opportunities to interact with a wide range of speakers to deploy different speech acts, registers, levels of politeness, conversational moves, and the like. The…

Although L2 reading is traditionally framed as an individual enterprise, digital annotation tools (DATs) have recently been developed allowing groups of readers to collaborate and provide mutual scaffolding through collective annotation of texts (Blyth, 2014; Thoms, Sung, & Poole, 2017). These tools reframe L2 reading as an interactive process…

This article reports on fan practices, in English, among an international community of bronies--adult fans of the animated cartoon "My Little Pony: Friendship is Magic" (MLP). Originally directed at a target audience of young girls, MLP has become popular among men. These older male fans have been extremely active in producing multimodal…

Two of the original authors of "Giving a Virtual Voice to the Silent Language of Culture: The Cultura Project", published in "Language Learning & Technology" in 2001, look back on the origin of the Cultura project, its goals, and the approach and materials used. Their commentary then focuses on the features and the…

It has been repeatedly asserted in recent years that telecollaboration is such a powerful and effective tool for both second language acquisition (SLA) and fostering intercultural communication competence (ICC) that it should be regularly included in foreign language instruction (Çiftçi & Savas, 2018; Lewis & O'Dowd, 2016a; O'Dowd, 2016a;…

Although a number of studies have investigated study abroad or telecollaboration separately, none to date has included both methods with the aim of differentiating their impacts on the development of intercultural communicative competence (ICC). Using mixed methods, the current study compared foreign language learners' perceived ICC development…

This study examines the linguistic resources by which foreign language (L2) learners express their ideological positions in online discussions taking place in a telecollaborative encounter during one semester. More specifically, the study attempts to decipher how L2 learners discuss and argue their points of view regarding their first culture,…

The aim of this study was to gain insights into how language learners perceive two online interactional contexts and how these perceptions impact the learners' participation in eTandem learning. This study incorporated pair work with group discussion as interactional contexts, connecting Korean language learners with English language learners.…

In today's globalized, connected world, fixed and stable identities are increasingly uncommon. The means and modes of online communication and engagement, themselves powerful contributors to identity formation, are likewise in a constant state of flux. Participating in emerging online communities may require users to develop new skills, acquire…

The current study explores closely how using a combined modalities of asynchronous computer-mediated communication (CMC) via blogs and face-to-face (FTF) interaction through ethnographic interviews with native speakers (L1s) supports autonomous learning as the result of reflective and social processes. The study involves 16 American undergraduate…

This paper seeks to improve approaches to the learning and teaching of culture using new technologies by relating the key qualities and dimensions of the culture concept to elements within a pedagogical framework. In Part One, five facets of the culture concept are developed: culture as elemental; culture as relative; culture as group membership;…