Abstract
It is becoming increasingly common to hear of the need to educate ‘global citizens’ (UNESCO, 2014), which often is promoted as a means of creating bridges between imminent internationalisation (on all levels-individual, regional and national) and multicultural awareness (Olson, Evans & Shoenberg, 2007). Parallel to this, the use of Computer-Mediated Communication (CMC) to promote language learning (or, at least, to practice using a target language) has become accepted quite widely amongst both language educators and even the general public. Evidence of this is the fact that telecollaboration recently was featured in The Chronicle of Higher Education as an emerging practice (Perez-Hernandez, 2014). The two ideas are linked inherently: firstly, the use of CMC helps ensure that language learning activities are motivating and challenging and provide opportunities for meaningful language use (Abrams, 2003; Collentine, 2011; Ushioda, 2011). Secondly, through the use of CMC, language learners are acquiring skills they will need in the future (Davies, Fidler, & Gorbis, 2011; Dooly, 2015). Most predictions about future jobs include descriptions of remote working, facilitated through online digital communities and crowd-sourcing techniques. The ability to cope personally and professionally with the conditions and challenges of working, communicating and ‘living’ with others online is a skill that will be necessary for all students currently enrolled in primary and secondary education (Wagner, 2011).
Published Version
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