Zooming in on Telecollaborative Exchanges (TE) through the Eyes of Global English Teachers

Abstract

Promoting Intercultural Communicative Competence (ICC) through telecollaborative exchange (TE) in the English as a Foreign Language (EFL) milieu has attracted many scholars. Despite a voluminous literature study on TE in EFL settings, studies on how teachers implement TE and perceive these intercultural exchange meetings are scant. Thus, this case study aimed to fill the empirical void by delving into the implementation of TE in non-Anglophone settings mediated by Zoom and the teachers' perceptions of these intercultural exchanges enactment. To meet these research objectives, four English teachers from Croatia, Indonesia, Belarus, and India were recruited. Empirical data were amassed through observational field notes and interviews. The study showcased how the teachers organized TE and revealed their performed roles to scaffold the students in TE. The findings also portrayed their perception of TE grounded within their motives and pedagogical beliefs. Drawing upon these results, the study offers some implications for teacher professional development.