This study used sequential exploratory, mixed-method research that explored the influence of authentic tasks on adult language learners' interactions in e-forums. The participants belonged to a blended-flipped program of English as a Foreign Language (EFL). E-Forum posting in the course aimed at encouraging beginner learners to exchange…

This article presents on a multi-institution project that explains the design and development of Virtual Tabadul, an Arabic and English foreign language exchange program amongst 1,200 U.S. and Middle East and North Africa (MENA) college-aged youth. The program involves faculty, staff, and students at four institutions: Florida International…

This volume is an important output of the ASSESSnet, an EU-funded project that aimed at investigating assessment practices in Virtual Exchange (VE) projects in Foreign Language (FL) courses at tertiary level. It starts with the discussion of selected aspects of VE and assessment design, and a summary of ASSESSnet project results. The following…

Aimed at fostering student engagement using remote communication tools to restructure language teaching, the "Newcastle Calls" project was piloted in early 2020, providing Newcastle University's Italian language students at intermediate level with a chance to be involved in the production of authentic material. Thanks to technology, they…

Purpose: This study aims to examine how teacher candidates (TCs) in Türkiye and the USA navigate their intercultural communication skills in a telecollaboration project. Design/methodology/approach: Forty-eight TCs participated (26 in Türkiye and 22 in the USA) in the study. TCs discussed critical issues in multicultural education on an online…

Drawing on the authors' experiences developing Rosetta Stone Chickasaw (RSC), an asynchronous online Chikashshanompa' (Chickasaw language) course, this article shares examples of how relationality is enacted in online Indigenous language learning. We discuss the RSC interface and ways that it created opportunities and barriers to centering…

In the context of learning a second language, the passing on of cultural information as a means to further the development of intercultural competences is primarily viewed as being unidirectional--the "native-speaking culture" passing on information to the language learning student. However, in EFL (English as a foreign language)…

In this study, we examined the use of compliments, self-praise, and self-denigration, as exchanged among nonnative English users. This was part of participation in an online cross-cultural exchange project (Ibunka 2019), which involved learners from six countries (Algeria, Brazil, Indonesia, Japan, Taiwan, and the Netherlands). The aim of the…

Globalized English offers interaction platforms, including cyber-based settings, for linguistically and culturally diverse speakers, particularly in the English as a second language/English as a foreign language context. Thus, it requires developing the intercultural competence of the parties involved. English users' different perspectives may…

This research presents a virtual exchange project between two tertiary institutions in New Zealand and Finland with 26 participants who were intermediate German language students. During the project, the students used a closed Facebook group to post about given topics; the posts combined video, audio, and text that adhered to multimodal…

As global language policy, English language teaching (ELT) development aid is as old as the field of language policy and planning. Contemporary discourses of ELT aid management acknowledge voices of project beneficiaries such as teachers. Beneficiary testimonials may satisfy the neoliberal demand for accountability, efficiency and evidence of…

Virtual exchange, or telecollaboration, is a well-known pedagogical approach in foreign language education that involves engaging classes in online intercultural collaboration projects with international partners as an integrated part of their educational programmes. This article focuses on the role of the teacher as pedagogical mentor in virtual…

E+VE-SFI (Erasmus+ Virtual Exchange -- Spain, France, Ireland) is a higher-education VE between students from Universidad Autónoma de Madrid (UAM), Université Clermont Auvergne (UCA), and the University of Limerick (UL). Its primary aim is to develop the speaking skills of undergraduates enrolled in foreign language programmes. Running over a…

Ireland's new strategy for foreign language education, "Languages Connect," identifies the establishment of Mandarin Chinese as a curricular language as a key goal for the coming years. Within the curriculum specification for Mandarin at Junior Cycle (ages 12-15), "using digital technology is identified as a core component: the…

This paper reports findings from a case study of intercultural telecollaboration between elementary school students in South Korea and the United States via the social networking service "Classting." The goal was to provide an opportunity for Korean students with limited exposure to authentic English language communication to interact…