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- telecollaboration = a social and cultural apporach to FL learning in an online environment with intercultural contact
- students in overseas partner classes engaging in online communication and collaboration
3 aspects:
1. competences of interculturally competent language teachers
2. "new online literacies"
3. experiential learning methodology :
-> situated practice
-> overt instruction
-> transformed practice
-> critical framing

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9 Qualitative results: written reflections

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9 Qualitative results: written reflections

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themes:
1. intercultural awareness and competence
2. acquisition of digital pedagogical knowledge
3. facilitate EIL teaching trough online collaboration

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- process:
—> Basis for first comparisons
1. synchronous video conference to discuss a variety of topics (student live, education systems,...)
2. personal introductions on a shared digital platform
—> team formation process (2-3 members from each country)
1. synchronous video conference to discuss similarities & differences in cultural practices
2. discover common foundation across cultures
3. develop team name, working philosophy & rules of conduct
—> work on final product
—> products are peer reviewed and feedback is provided
—> upload to shared platform
—> final video conference to vote on the best product
—> critical framing by writing reflective essays

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main purpose: discover whether telecollaboration prepares pre-service teachers to faciliate EIL teaching and learning in pluricultural and plurilingual conext

Does ETP develop intercultural competence among pre-service teachers?

Does ETP develop digital and multi-modal literacy pedagogical skills among pre-service teachers?

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over 3 academic years in both insitutions

100 pre-service EIL teachers

Isreaelis

3rd year undergraduate        students

mostly female; mid-to-late 20s

mostly native speakers of Hebrew, 2 Arabic, 3 Russian and 3 English speakers

B2 -C2 level

Germans

3rd and 4th year undergraduate students

mostly female, 20s

7 with migrant background, all fluent in German, including 2 whose L1 was English

B2 - C1 level

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-pre and post self-report questionnaires:  Numerical codes
-essay;  thematic analysis methodology
-final products:  deductive thematic analysis

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6 Description of data collection instruments

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6 Description of data collection instruments

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-mixed method study ( quantitative and qualitative data)
- Three data sets:
> pre and post self-report questionnaire, >guided reflection essays
>collaborative products

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- Experimental learning --> partially acquisition of knowledge and skills for teaching English as International Language (reason: short time frame)

- No differences between Israeli and German students

- Positive attitude and personal sensitivity towards cultural and linguistic differences

- Teaching subject-matter knowledge, language proficiency and didactic skills

- Social and cultural values

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- be conservative in drawing conclusions
- participants of both countries were confident in their intercultural skills
--> possibly over confident
- personal and social transformation through intercultural dialogue
- develop critical cultural awareness

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- paired t-test analysis -> checking differences btw. Pre- and post self-reports
- results:
1. statements on intercultural competence -> high level of intercultural competence in both pre and post (-> no significant difference)
2. statments on digital and multi-modal literacy skills
-> siginificant difference btw. mean scores
-> significantly higher mean following experiential learning through ETP