Perceived benefits of SCMC in EFL classrooms

What is it about?

This study reports on a joint course whereby EFL learners residing in three different countries video-chat electronically for pedagogical purposes. Learners’ affective constructs were assessed with a range of qualitative and quantitative instruments. Implications for the perceived efficacy and impact of a telecollaboration-based course in developing linguistic and sociocultural competence are discussed.

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Why is it important?

Findings of the study have several implications for second language (L2) learning and Intercultural competence (ICC) development in a telecollaboration-based classroom. First, not only does this study highlight the feasibility of implementing a telecollaboration-based class in an authentic language classroom among universities in geographically distant countries, it also demonstrates the perceived benefits of video-chatting between nonnative speakers for the development of L2 and ICC. With the increasing availability of technology in education, language instructors may consider incorporating SCMC interaction into language courses in order to help learners apply their linguistic repertoire in authentic intercultural communication. In addition, the current study lends support to the notion that telecollaboration enables the limitations of the traditional classroom to be overcome by bringing authentic texts and real intercultural communication experiences into the classroom (Byram, 1997).