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AuthorsYearTitleCited by (in Google Scholar)Notes (mostly summaries written by Jennifer Claro or Sawako Akai as well as a few abstracts)
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Akai2013Sister Class Language Echange in the 21st Century: Suggestions from Telecollaborative Case StudiesSUMMARY: Collaborative activities: wikis and blogs. Communication and reflection: Forums and e-mail. Research topics and theoretical frameworks on p. 7 - 9. Discusses negotiation of meaning, corrective feedback, motivation, metalinguistic knowledge and peer feedback, assessment, educational background differences, sociocultural and institutional differences. Many useful tables.
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Akai2012Challenging Pedagogical Hegemonies in "Sister Class Language Project"Power structures in FL classroom
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Antoniadou2011Using activity theory to understand the contradictions in an online transatlantic collaboration beetween student-teachers of Englsih as a foreign language3Monolingual (English) exchange using Second Life between Spain (EFL teachers) and USA (ESL teachers).
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Basharina2007An activity theory perspective on student-reported contradictions in international telecollaboration67ABSTRACT: This process-oriented study focuses on contradictions that emerged in a WebCT bulletin board collaboration among English learners from Japan, Mexico and Russia, and explains them from the perspective of activity theory (Leont’ev, 1978, 1981; Engeström, 1987, 1999). The study identified a) two intra-cultural contradictions – to post or not to post, to sound formal or informal; b) three inter-cultural contradictions – unequal contribution, genre clash/plagiarism, clash of topic choice; and c) three technology-related contradictions – message overload as hindering community formation, bulletin board as too "slow" when compared to chat, and names and gender confusion. These contradictions were catalyzed by the clash of curricula versus interactive learning paradigms (Lemke, 1998): the outcomes of different cultures-of-use of computer technologies (Thorne, 2003), instructors’ mediation, and resources available to learners within their broader socio- cultural contexts. The study concludes with a discussion of whether the learning paradigms can be bridged and cultures-of-use of computer technologies aligned.
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Basharina, Guardado & Morgan2008Negotiating differences: instructors' reflections on challenges in international telecollaboration8Monolingual (English) exchange among a class.
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Belz2004Telecollaborative language study: A personal overview of praxis and research11
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Belz2003Teachers as intercultural learners: Negotiating German--American telecollaboration along the institutional fault line125
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Belz2003Linguistic perspectives on the development of intercultural competence in telecollaboration235
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Belz2002Social dimensions of telecollaborative foreign language study274Very interesting use of social realism (Carter & Sealey, 2000; Layder, 1993) as framework for analysis. At macro level we have structure (social context and setting), including social and institutional features of language valuation, computer know-how, Internet access, and learning accreditation. Structure also defined as institutional affordances and constraints. At micro level we have agency (situated activity and self) including situated classroom interaction and individual psychobiography. Agency also defined as language learning and use. Goal of study was to develop foreign language competence and intercultural awareness but these are not discussed later. In conclusion, Belz writes that sts learned more about culture from the problems they experienced rather than from the tasks. Language valuation: Germans level of English was much higher than American sts level of German. This affected the exchange as it made some sts feel intimidated. Some groups had 2 German sts paired with 1 American st. German sts had far less access to computers and less experience using computers. Accreditation system was very different. USA sts had many graded assignments but German sts were graded only on participation and a portfolio to be submitted later on. German and American sts had differing expectations. German st "a fun e-mail writing thing" but a USA st: "Are you crazy? Like this is our grade!" German sts did not participate outside of class, did not contribute much towards web project, but USA sts did not realize that many had access problems. This led to resentment on USA side as they had to collaborate on a graded web project. USA sts developed negative attitudes towards German sts, pre-exchange they had had positive attitudes, e.g. Americans came to believe Germans were lazy and had no work ethic despite thinking Germans were hardworking and industrious before the study began.Germans developed negative attitudes too as they thought the USA students did not share enough personal info and were too task-oriented (focus on project completion rather than topic discussion). Goal for USA sts: Learn German. Goal for German sts: learn about USA culture, tech, or get to know an American. Belz concludes that the "clash of cultural fault lines" should not be avoided but encouraged, unless they lead to new stereotypes as in the US st perception pre-project "Germans are hard-working and industrious, but post-project: Germans are lazy. Very interesting study of how not to do a telecollaborative project. Very well analyzed and well written.
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Belz2001Institutional and individual dimensions of transatlantic group work in network-based language teaching88SUMMARY: [See Belz, 2002 and Belz & Muller-Hartmann, 2003 for analyses based on same data from the same project.] Uses social realism (Layder, 1993) to present a sociocultural account of a German- American telecollaboration. Refers to structure and agency (p. 215) and Layder’s research map of self, situated activity, setting, and context. Over 4 phases of the project, high group functionality (characterized by frequent, lengthy exchanges and personal narratives, many questions, ACMC question-answer pairs and thematic back and forth discussions. They may volunteer personal information about their day-to-day activities, may use a wide variety of modes of communication, e.g. chat) and low group functionality (undefined, perhaps missing the characteristics of high group functionality) are both seen, and “transatlantic” confrontation occurs in some groups. The American students in Group 6 express strong negative reactions regarding both the frequency and content of German participation. One American student (Eric, one of the main subjects of Belz 2003) stops communicating with his German partners after being criticized by them. Belz looks at the differences in language valuation. English is very important in Germany but German is not very important in the USA. This leads to imbalances in proficiency in the L2 (some students were affected by this). Some American sts (Eric…) were perceived as not writing much because they didn’t care, when really it was because their German was not good. Some German sts had access problems and were not used to using computers for communication. Attitudes towards grades (American sts highly motivated to get a good grade in the course, German sts were not, because of differences in grading systems), attitudes towards homework, and how a language should be learned (one st complained about use of technology and thought they “were not learning anything”) are described in terms of “scripts” that the student has previously learned.
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Belz & Kinginger2002The cross-linguistic development of address form use in telecollaborative language learning: Two case studies151
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Belz & Muller-Hartmann2003Teachers as intercultural learners: Negotiating German--American telecollaboration along the institutional fault line125ABSTRACT: [See Belz, 2001 and Belz, 2002 for analyses based on same data from the same project.] This article examines how social, cultural, and institutional affordances and constraints in a telecollaborative foreign language learning partnership shape the agency of online teachers. In particular, it details how various aspects of schools and schooling impact the negotiation, execution, and management of a German-American virtual course from the perspectives of the teachers. These aspects include: the misalignment of academic calendars, local patterns of socialization into the teaching profession, institution-specific classroom scripts, systems of learning assessment, student workloads, and the physical layouts of local institutions and social forms of classroom collaboration. The article presents a self-reflective case study of our 10-month electronic negotiation, execution, and management of a German-American telecollaborative partnership within the constructivist paradigm of social realism. Using Agar’s (1994) notion of the linguistic rich point and examining patterns of communication, specific lexical items, and grammatical structures, the study uncovers how the culturally varying nature of schools and schooling is linguistically encoded in the texts of electronic correspondence.
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Belz & Thorne2006Internet-mediated intercultural foreign language education and the intercultural speaker137
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Bower & Kawaguchi2011Negotiation of meaning and corrective feedback in Japanese/English eTandem14Chat and emailed exchange between Japan and Australia. Students email feedback after the chat.
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Bray2010Using Videomail (Vmail) effectively in online intercultural exchanges1SUMMARY: Bray (2010) is the only article focusing on the used of student-recorded videos for language learning and cultural learning. He notes that asynchronous vmail enables repeated watching of the videos. "Japanese university students were strongly in need of direct communicative experiences with students from other countries in order to improve their English, and help them step out of fixed attitudes and stereotypical thinking about people from other cultures." Bray used Tokbok (sends recorded videos by e-mail) and FaceBook. Students often had problems uploading to FB because servers were busy. In 4 different projects with 4 countries, students discussed topics related to daily life and views on social issues. Students used reflection sheets to help them think more deeply about cultural similarities and differences, and for assessment. In the 1st project btw Japan and Hungary, 4 themes emerged: Theme 1 Appreciation of cultural similarities and differences. Theme 2 Increased pride and interest in Japanese culture. Theme 3 Initial difficulty of communicating via vmail. Theme 4 The impressive potential of vmail for learning. Ends with 13 very useful suggestions, including: 1) Forming student groups facilitates cooperation and student understanding of messages and class procedures. Whole group and small group vmail messages are also effective. 2) Peer and/or teacher correction of message scripts help students improve their English and results in messages that are easier to understand. 3) When doing an exchange with native speakers, remind them to modify their speech to increase understandability by: modifying speed, word choice, adding repetition, all the while keeping it natural.
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Carney2008Achieving Communication through Multi-modal Language ExchangeABSTRACT: The continued development of computer-mediated communication (CMC) tools offers foreign language instructors numerous ways to helping language learners connect and communicate with internationally-situated peers who use their target language on a daily basis. This paper describes a language exchange project between English language learners at a Japanese university and Japanese language learners at a United States community college. Through the use of blogs, wikis, Skype text, voice, and video chat and the exchange of homemade DVDs movies, the authors found that learners communicated in qualitatively different ways, and that each manner of CMC offered a valuable type of communication. Using the communication goal of the National Standards of Foreign Language Education of the United States as a measure, the authors found evidence of distinct communicative styles based on each separate CMC mode.
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Carney2006Telecollaboration for intercultural learning: An overview of projects involving Japan11SUMMARY: Telecollaboration is different from tandem language learning because it involves learning in institutionalized settings and exchanges between classes, not just individuals. Carney reviews 8 papers written about telecollaborations that have taken place between Japan and another country of the purpose of intercultural learning. Data sources reported in these 8 papers: transcripts of the actuall communication btw sts, researcher’s observations of videoconferencing sessions, pre- and post-project surveys, written reports from sts, participant interviews, and researcher’s field notes. Not all articles gave definitions for what intercultural learning is. Many studies report collecting much data but did not present it in their papers. Actual e-mail transcripts were not quoted. In one study, all quotes were translated into English, with no original Japanese. Only Itakura (2004) quotes from e-mails, interviews, and written reports. “Quoting from all three of these sources allowed Itakura (2004) to create significant support for his conclusions while clearly allowing the reader to see how he arrived at said results.” Mentions the importance of the dedication of the teacher-partners to the project (and to each other) p. 46. “simple and non-controversial topics had to be selected as Japanese students are often ill-prepared and unwilling to discuss sensitive topics in English (or in Japanese for that matter)” (Johnson and Brine, 2000, p.261). English used only for passing exams p. 47. Very good overview of Japanese projects and how to report data.
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Chun2011Developing intercultural communicative competence through online exchanges4Forum and chat exchange between USA and Germany
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Cunningham & Vyatkina2012Telecollaboration for professional purposes: towards developing a formal register in the foreign language classroomnot yet citedGerman learners and German professionals.
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Claro2006Online intercultural sister classesIntercultural competence, while a goal of many language classes, is difficult to achieve when the sole representative of the target culture is the teacher. Authentic communication and frequent contact with others from the target culture would be a great advantage. In intercultural online sister class exchanges, students gain insight to the target culture based on online discussion that takes place with students from that culture. Many exchanges have gone well, with students gaining insight and expressing satisfaction. Others have gone badly, with open confrontations occurring and students developing negative attitudes towards the target people and cultures they are interacting with. Through examining case studies of exchanges, underlying reasons for the successes and the failures become apparent. By looking at the details of four prominent case studies, the parameters that exist within these exchanges can be explored, and guidelines for planning successful exchanges can be constructed.
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Darhower2007A tale of two communities: Group dynamics and community building in a Spanish-English telecollaboration19Chat exchange between USA and Puerto Rico. By examing two groups (one successful grop and one unsuccessful group), how students build relationships or how students fail to build it is examined.
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Diez-Bedmar & Perez-Paredes2012The types and effects of peer native speakers' feedback on CMC1Moodle (forum & Wiki) project between UK and Spain. Students made a tourist brochure collaboratively.
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Dooly2011Divergent perceptions of telecollaborative language learning tasks: Task-as-workplan vs. task-as-process5Monolingual (English) wiki project between Spain (primary school) and Czech Republic. Both groups are EFL learners.
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Foster & Ohta2005Negotiation for meaning and peer assistance in second language classrooms174SUMMARY: This is a not a sister-class study. Groups communicated amoung themselves, not between each other. Students talked F2F in their L2 and researchers audiotaped, then analyzed what kind of negotiation and what kind of help students used. They found, “We see scarcely any evidence at all of learners ‘interrupting the flow’ of the interaction in order to verify what their conversation is about (Gass and Selinker 1994: 209). But we do see evidence of learners repairing and rewording their own utterances, and assisting each other to both find the right form and to express meaning. We see evidence of learners supporting each other, frequently expressing interest in what their interlocutor is saying and giving encouragement to continue. We regard this as a sign of the success these learners have in using the target language in these classes. They are sharing their meanings while monitoring and modifying their own and each other’s utterances, minimizing overt communication breakdowns, and the accompanying frustration.” So, breakdown in communication does not have to occur for a) students to negotiate for meaning and b) learn language. Very positive study, lots on sociocultural views of language learning, interesting results !“Compared to the English language learners, the Japanese language learners were of lower proficiency and had more difficulty creating utterances in the language. In the quantitative analysis, we found that the Japanese learners’ utterances included more NfM. Qualitatively, we also found greater utilization of mutual assistance. In other words, more ZPDs were created; there were more places in the data where learners relied on one another in order to proceed.”
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Furstenberg, Level, English & Maillet2001Giving a voice to the silent language of culture: The Cultura Project297USA and France project
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Fuchs, Hauck & Muller-Hartmann2012Promoting learning autonomy through multiliteracy skills development in cross-institutional exchangesnot yet citedMonolingual (English) exchange among universities in Germany, Poland, UK, and USA.
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Garcia-Sanchez & Rojas-Lizana2012Bridging the language and cultural gaps: the use of blogsnot yet citedBlog project between Australia and Spain.
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Helm2009Language and culture in an online context: what can learner diaries tell us about intercultural competence?3SUMMARY: Confronti project between USA and Italy. Report from Italian side. Using learner diaries, the researcher examines what ICC the students learned from the project. The researcher suggests that the learner diary can be used as a quantitative corpus processing tool as well as a qualitative analysis tool.
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Guth & Helm2011Developing multiliteracies in ELT through telecollaboration2SUMMARY: This project was based on Lankshear and Knobel’s (2006) three dimensions of new literacies, also described as “multiliteracies”: the operational, cultural, and critical as well as O’Dowd and Ware’s (2009) three main categories of telecollaborative tasks: information exchange, comparison and analysis, and collaboration and product creation. Each task they did had all 3 of O’Dowd and Ware’ components. This project used a wiki as a main base for organization and presentation (interesting!). They used a weekly “task cycle” (Leaver and Willis, 2004) of pre-task activities, the main task (Skype session) and post-task activities. Stage 1: Info exchange: Students made their own personal wiki page to introduce themselves and joined social networks of their partners. They prepared questions and did Skype interviews of each other. They discussed their experience in class and wrote in their diaries on the wiki. Stage 2: Comparison and Analysis: Students read about a major news event in the L1 and L2 and prepared to discuss it. They used news websites, forums in these news websites, and checked Twitter . They summarized their findings in the wiki with links to original sources. This was intended to be a critical exercise. Sts used their wiki pages during Skype chat as references. Stage 3: Collaboration and product creation: Students built a collaborative digital collage of images together (topic = what it means to be a global citizen and an intercultural communicator). Later Skype recordings were listened to and compared to early recordings to see the progress they had made in online communication. This project involved students from Germany and Italy using English as a lingua franca. One st remarked that he was happy that they were not interacting with native speakers because he was more confident that way. Most learners felt the exchange was beneficial, especially for learning culture. No problems were reported.
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Helm, Guth & Farrah2012Promoting Dialogue or Hegemonic Practice: Power issues in Telecollaboration2SUMMARY: Very interesting study, very unusual in language teaching. Telecollaboration not for language learning but for transformation. Students in Italy and Palestine connected via Soliya Connect Program, which links university students in the Arab/Muslim world to students in the western world. Uses trained Soliya facilitators who know how to mange conflict. Weekly SCMC video chats with groups of 8 to 10 or so (half from each). Research questions: Research questions: What issues of power and identity are at play for EFL students in Hebron and Padova participating in SCP and how do these affect their experience? What evidence is there for the emergence of a third space in SCP? They found (RQ1): 1) reports of English language proficiency as a barrier to participation; 2) reports of technology issues as a barrier to participation; and 3) reports of roles in the group based on aspects of cultural identities. (RQ2): the third space as a dialogic space (i.e., reports of active engagement in dialogue where different viewpoints were acknowledged and respected); the third space as a site of struggle (i.e., reports of difficulties, disagreements and conflicts); and the third space as a fluid, constantly evolving space (i.e., reports of change). Very successful. Great student quotes that really show transformation and insight. They didn’t do any surveys or analyze the recorded chats.
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Irie, K. 2003What Do We Know About the Language Learning Motivation of University Students in Japan? Some Patterns in Survey Studies58SUMMARY: Irie (2003) looked at survey studies since 1990 that used factor analysis to analyze language learning motivation in Japanese university students. Two sets of contrasting motivational concepts were examined: (a) instrumental and integrative motivation and (b) mastery and performance goal orientation. A factor comprised of instrumental reasons has emerged in most studies of the L2 motivation of Japanese university students. Kimura, et al., (2001) found that the instrumental motivation of Japanese learners of English (N = 1,027) is mostly related either to career or examinations. One of the most noticeable recurring patterns found in Japanese EFL university contexts is a positive orientation to foreign travel and making friends with people of the TL communities without any apparent desire to integrate into the TL culture. No clear patterns of correlation are found with either instrumental or integrative motivation. Dörnyei (1990) suggests that for high levels of achievement in the L2, positive attitudes towards the TL cultures are necessary. Yashima (2000) reports that learners who are both instrumentally and integratively motivated are likely to show better learning behaviors. McGuire (2000) found an External Influence factor. This concept may shed some light on many Japanese university students’ underachievement and apathy in learning English, because a performance orientation is usually associated with maladaptive, helpless patterns of attribution. When performance-oriented students experience failure, they tend to attribute their failure to lack of ability, which they believe cannot be changed. Therefore, they are inclined to do the minimum necessary to avoid losing face, feeling that nothing they can do will lead to mastery (Pintrich & Schunk, 1996). Kubo (1999) found that mastery-goal orientation may lead to better use of learning strategies. Teachers should focus on a mastery orientation and foster the belief that ability is changeable and controllable. This is to encourage students to value their own efforts.
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Johnson & Brine1999Design and development of CALL courses in Japan32Johnson & Brine (2000) write that the local context, cultural and social organization shape and influence educational computer applications (CMC). The Japanese educational system is oriented towards entrance exams and “teaching to the test”. Education is “text-centered, lecture-style format” despite 1993 and 1994 curriculum guidelines that explicitly promote Communicative Language Teaching. “By the time Japanese students reach university, they have had six years of formal English instruction which has focused on preparing them for university entrance examinations, but they have had little experience in speaking or creative, communicative writing for a “real” audience (Wachs, 1993).” By the end of their first year of university English language instruction, these students had learned a variety of computing skills; they understood computing terminology in English; they had used computers to practice English language writing skills; and they had begun to develop a personal, communicative relationship with a foreign language speaker, which was often difficult in other classes. In the second year, students first learned and used computing and communication skills and practiced sending e-mail to their classmates, teacher, and an online discussion list (the discussion list did not work well because sts got too many messages). In the 2nd year, 2nd semester, students did projects by e-mail with NS in the US, Canada, Australia and Britian. They used a 3-week discussion cycle of topic initiation, discussion, and synthesis (Vilmi, 1996). Problems encountered in this program include: problems finding partner classrooms, different timing for the academic school year, nonparticipation by partner students, and lack of purpose in written exchanges. Includes 4 hypotheses by Chapelle (1998) relevant for developing multimedia CALL with relevant examples from this project. Cultural context is a main issue in this paper, and authors conclude, “The entire context of teaching, technology, learning, culture, and social interactions must be considered explicitly and the complex interactions of these various components have to be incorporated into instructional design.”
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Kabata & Edasawa2011Tandem language learning though a cross-cultural keypal project3ABSTRACT: Patterns of students’ language learning were examined through an asynchronous cross- cultural bilingual communication project conducted between Japanese university students learning English and Canadian university students learning Japanese. Previous studies on cross-cultural communication projects have reported positive outcomes in providing learners with opportunities for cultural and language learning. However, very few, if any, investigated whether a meaning-focused communication project like ours provides similar opportunities for language learning, and if so, what kind of language learning takes place. With focus on Canadian students’ learning of Japanese, the present study addressed these questions through analyses of students’ logs and message texts. The results indicated that students have opportunities for all aspects of language learning, including vocabulary, kanji, grammar, and phrase/sentential expressions. However, it was also found that the amount and type of incidental learning may depend on the students’ proficiency level. Explicit corrections are noticed but often not understood unless clear explanations are given. We suggest these kinds of communication projects might further promote incidental learning opportunities by better understanding the proficiency levels of the other’s second language, as well as by more and better incorporation of clear error corrections possibly accompanied by metalinguistic explanations.
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Kapec & Schwienhorst2005In two minds? Learner attitudes to bilingualism and the bilingual tandem analyserMOO exchange between Ireland and Germany. BTA (Bilingual Tandem Analyser) is used to notify the students about their language input frequency in order to keep balanced bilingualism. 
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Kotter2003Negotiation of meaning and codeswitching in online tandems130Moo exchange between Germany and North America
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Lee2004Learners' perspectives on networked collaborative interaction with native speakers of Spanish in the US158SUMMARY: NNS of Spanish chatted online with NS outside of class time. NS were teachers in the US of Hispanic origin, grad sts and older than the NNS. Data analysis of survey, interviews, and transcripts. Authentic language discourse was useful for NNS in acquisition of new lexical items and correct grammatical structures. NNS found the topics interesting and the chats useful. They believe the chats improved their writing skills (4.76). But NS did not benefit much and some may have been frustrated or bored. Some sts were very enthusiastic about the experience and one pair continued to correspond after the project ended. Some sts found 50 minutes on the same topic to be too long and asked for more choices for topics that interested them. Some negotiation for meaning was observed, for overall meaning and for vocab items. Self-correction was also observed. NNS felt their language proficiency was a problem. NS led the discussion and NNS felt intimidated. NNS and NS sometimes did not have much in common because of age differences. It was difficult to find a time to meet. A lack of experience using computers and lack of training using software used in the project caused problems too. Sociocultural theory (p. 84) and ZPD were used to explain language learning, some discussion of cognitive benefits as well.
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Lee2009Promoting intercultural exchanges with blogs and podcasting: A study of Spanish–American telecollaboration.27SUMMARY 10 American high school teachers (or TAs) and 23 undergraduate students of English in Spain made blogs and podcasts for each other’s language learning, and di ethnographic interviews too. They used a message board in Moodle too. They chose their own partners (how?). They were asked to provide corrective feedback on the blogs. Very positive overall reaction to the exchange but sts found online tasks time-consuming. They did not find peer feedback and error corrections useful. Some Spanish sts did not contribute much, and their partners complained, one st using the word “pathetic” to describe the participation of the Spanish sts. Sts were motivated to write in blogs because they would be read by many people. Blogs encouraged self-reflection and some sts changed their view of online learning because of the blogs. Videos and photos supplemented text in a very good way in the blogs. Sts used iMovie to incorporate a photo show or music interludes into podcasts. Sts found podcasting an invaluable way to improve their oral skills. But podcasts were time-consuming to make and sts had some problems making them. Sts did ethnographic interviews of each other. Sts posted questions in Moodle and their partners recorded answers on podcasts. Eth interviews were very popular and sts saw them as authentic communication. Time was a problem for many sts, and some sts did not have enough time to do everything. Also, reading many blogs became boring for some, esp those with little time. Sts also said that they needed more support in learning how to use the various tools. Sts did not find peer feedback useful and did not want to openly correct their partner’s mistakes, as everyone would see. Sts did not change their blog entries based on the peer feedback they received. Sts liked the topics they discussed very much. Some topics were chosen by students.
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Lewis, Chanier & Youngs2011Multilateral Online Exchanges for Language and Culture Learning1Special Issue Commentary: Multilateral Online Exchanges for Language and Culture Learning
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Liaw2006E-learning and the development of intercultural competence77SUMMARY: Monolingual (English) exchange between Taiwan (EFL learners) and USA (TE). Students used a Taiwanese cultural (English-Chinese bilingual) magazine to read about their own culture (as opposed to reading about the target culture, unsual) and discuss it with American students (what the American students did is not explained in detail). The researchers read all the transcripts and categorized all intercultural competence text into the following 4 categories: (A) interest in knowing other people’s way of life and introducing one’s own culture to others, (B) ability to change perspective, (C) knowledge about one’s own and others’ culture for intercultural communication, and (D) knowledge about intercultural communication processes. Most ICC instances occurred in categories C and A. Students used an online concordancer not for language learning purposes but to find similar articles on the same topic (seeking more cultural input).
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Müller-Hartmann2000The role of tasks in promoting intercultural learning in electronic learning networks1843 e-mail projects btw. sts in Germany, USA, and Canada
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O'Dowd2013Telecollaborative networks in university higher education: Overcoming barriers to integrationABSTRACT: Foreign language telecollaboration refers to virtual intercultural interaction and exchange projects between classes of learners in geographically distant locations. While research findings on telecollaboration have confirmed its valuable contribution to students' foreign language, intercultural and electronic competences, a preliminary research study carried out by O'Dowd (2010) revealed that the activity remains relatively peripheral in nature and has yet to be taken up by a significant number of university educators. With this in mind, a large scale quantitative and qualitative study was carried out on telecollaborative activity in European higher education which involved a survey of over 300 university lecturers and students and the collection of 7 case studies of representative telecollaborative exchanges which involve universities in many European and non-European contexts (Guth, Helm, & O'Dowd, 2012). Based on data taken from these case studies, this article explores the barriers which practitioners encounter when organising online intercultural exchanges and then identifies the strategies they used to overcome these barriers.
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O'Dowd2011?Intercultural communcative competence through telecollaborationnot yet published?from Academia.edu, seems to be a chapter in a book that has yet to be published?
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O'Dowd2010Online foreign language interaction: Moving from the periphery to the core of foreign language education?13
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O'Dowd2007Evaluating the outcomes of online intercultural exchange49SUMMARY: O’Dowd (2007) reviews three studies that used various technologies. His aim was to “establish what learners actually learn about the foreign culture as well as establishing how learners can be prepared for such online interaction.” He used regular surveys in order to be able to identify the issues emerging which were important for the students (i.e. the emic perspective). He used member checks (checking his interpretation of the data with those actual students) and regular debriefing sessions with his research group to ensure validity. He found that “telecollaborative activities have the potential to support the development of students’ ICC in a way that traditional culture learning materials would not be able to achieve… As opposed to objective factual information, the accounts which students received from their partners were of a subjective and personalized nature” and “telecollaboration can best contribute to the development of cultural awareness when it contains periods of dialogue involving explicit comparison of the two cultures and a direct exchange of reactions to the submissions of others.” His students, for example, discussed their level of comfort with discussing sex and the body. O’Dowd recommends using a variety of tools, e.g. e-mail for in-depth written descriptions about the target culture, and video conferencing for life-like interaction. Students may need help in looking at the meaning behind various behaviours and facts, as well as help becoming ethnographers or cultural investigators. They do not need to agree with their partners, but must “find out more about the foreign perspective and beliefs and values which underlie it”. Explicit teacher guidance is required and the teacher has many roles to fulfill. Networked activities must be firmly integrated into the contact classes. Implications for teacher training are also included.
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O'Dowd2007Online intercultural exchange: An introduction for foreign language teachers (book)68
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O'Dowd2006Telecollaboration and the development of intercultural communicative competence37Based on O'Dowd's Ph.D. thesis
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O'Dowd 2005Negotiating sociocultural and institutional contexts: The case of Spanish-American Telecollaboration27ABSTRACT: This paper reports on a telecollaborative exchange between university language learners in Spain and the USA and analyses the effects of the different institutional and sociocultural contexts on its development. While the socioinstitutional dimension of German-American exchanges has already benefited from extensive study in the literature, this paper focuses on the particular issues and problems which arise in the Spanish-American context and illustrates the strategies available to teachers in these countries to overcome these constraints. The outcomes of the research carried out here illustrate the need for telecollaborative models of exchange to be adaptable to different contexts of use. Furthermore, the research also underlines the necessity for online exchanges to offer learners the opportunity to explore with their partners the stereotypes and prejudices which each group may hold about the target culture.
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O'Dowd2003Understanding the "Other Side": Intercultural Learning in a Spanish-English E-mail Exchange242SUMMARY: O’Dowd (2003) uses Byram’s 1997 model of Intercultural Communicative Competence extensively to explain students’ interaction and understanding of their own and the other culture. Chose 5 student pairs of English (London) and Spanish (Leon) students. Students completed tasks in the L2 by e-mail but also wrote a section in the L1 where they would correct their partner’s mistakes. Action research as framework, heavy involvement of teacher. No “Guide on the Side” here :) Used e-mails, questionnaires, interviews to triangulate data. The students who were able to develop a successful and interculturally rich relationship with their partner had written e-mails which had the following elements: They took into account the socio-pragmatic rules of the partner's language when writing in that language (see e-mail extract 6). Apart from the basic information on the topic in question, they also provided their partner with analysis and personal opinions about the topic (see e-mail extracts 4, 7, and 14). They asked questions which encouraged feedback and reflection from their partner (see e-mail extract 11 and 13). They tried to develop a personal ("friendly") relationship with their partner, as opposed to simply focusing on the tasks they had been given (see e-mail extract 7). They recognised and reacted to the needs and interests of their partners, answering their questions and encouraging them to write more about the topics which interested them (see e-mail extract 5 and, for an example of when this was not the case, see partnership four).
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O'Dowd & Eberbach2004Guides on the side? Tasks and challenges for teachers in telecollaborative projects26SUMMARY Telecollaboration btw Germany and Ireland using a forum. “It is necessary for teachers to deal with various complex tasks which include: [my numbering] 1. making learners aware of what intercultural learning involves 2. training learners how to interact effectively online 3. integrating exchanges seamlessly into contact classes and 4. establishing a successful working relationship with their teaching partner in the other classroom.”Content, research and pedagogical benefits on p. 6-7. “while learners naturally know a great deal about their own language and culture (implicitly, at least), this does not imply that they will be able to transmit this knowledge to their  partners, nor does it mean that they will be able to analyse and interpret the correspondence they receive from their partners.” Therefore teachers have to guide learners in their creation and analysis of online interaction. Mentions “talking writing” and “reflective dialogues”. Sts had very limited ideas of what intercultural learning was all about, but these changed as a result of the project. Sts also learned how to make effective posts. O’Dowd gave them worksheets showing good and bad practice, what makes a post interesting and useful. Sts started off making monologues and did not develop much (not many real dialogues even by the end of the project). Cultures must be explicitly contrasted (Muller-Hartmann, 2000). Teachers had to guide sts as well as build trust and build an effective relationship. Teachers have to stay in touch and discuss often what is happening in the exchange. Online activities must be firmly integrated into the contact classes.
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O'Dowd & Ritter2006Understanding and working with "Failed Communication" in telecollaborative exchanges74Review of many projects (10 pages), 4 pages of German-English project
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O'Dowd & Ware2009Critical issues in telecollaborative task design2912 task types, 2 case studies
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O'Rourke2005Form-focused interaction in online tandem learning76MOO project between Ireland and Germany ABSTRACT: Tandem language learning—a configuration involving pairs of learners with complementary target/native languages—is an underexploited but potentially very powerful use of computer-mediated communication (CMC) in second-lan- guage pedagogy. Tandem offers the benefits of authentic, culturally grounded interaction, while also promoting a pedagogical focus among participants. CMC- based tandem promises, in addition, those benefits believed to accrue from text- based interaction, in particular, promotion of conscious attention to language forms in the course of meaningful communication. This paper presents data from a study based on the spontaneous interactions of tandem partners during a week- ly, term-long synchronous exchange based in a MOO (Object-Oriented Multi- User Domain). It begins with an introduction to the concept of tandem language learning. The theoretical background, sketched briefly, is a model of instructed second-language acquisition that emphasizes the role of metalinguistic aware- ness. The empirical section examines negotiation of meaning, a discourse phe- nomenon held to bring about metalinguistic focus, and, more specifically, signal form and focus. The study analyzes learner interactions along the parameters of home country (Ireland or Germany), current tandem role (NS or NNS), and ut- terance language. It is suggested that the behaviors observed in this project have their roots in both the tandem learning setup and the text-based medium.
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Schuetze2010Motivation to write online: Chats and forumsnot in ScholarMoodle (forum/chat) project between Canada and Germany
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Schwienhorst2004Native-speaker/non-native-speaker discourse in the MOO: topic negotiation and initiation in a synchronous text-based environment49MOO project between Irland and Germany
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Thorne2005Internet-mediated intercultural foreign language education: Approaches, pedagogy, and research9
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Thorne2003Artifacts and cultures-of-use in intercultural communication337Phenomenal article!! ABSTRACT: This article develops a conceptual framework for understanding how intercultural communication, mediated by cultural artifacts (i.e., Internet communication tools), creates compelling, problematic, and surprising conditions for additional language learning. Three case studies of computer-mediated intercultural engagement draw together correlations between discursive orientation, communicative modality, communicative activity, and emergent interpersonal dynamics. These factors contribute to varying qualities and quantities of participation in the intercultural partnerships. Case one, "Clashing Frames of Expectation -- Differing Cultures-of-Use," suggests that the cultures-of-use of Internet communication tools, their perceived existence and on-going construction as distinctive cultural artifacts, differs interculturally just as communicative genre, pragmatics, and institutional context would be expected to differ interculturally. Case two, "Intercultural Communication as Hyperpersonal Engagement," illustrates pragmatic and linguistic development as an outcome of intercultural relationship building. The final case study, "The Wrong Tool for the Right Job?," describes a recent generational shift in communication tool preference wherein an ostensibly ubiquitous tool, e-mail, is shown to be unsuitable for mediating age peer relationships. Taken together, these case studies demonstrate that Internet communication tools are not neutral media. Rather, individual and collective experience is shown to influence the ways students engage in Internet-mediated communication with consequential outcomes for both the processes and products of language development. 3 case studies, all USA-France
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Tian & Wang2010Taking language learning outside the classroom: learners' perspectives of eTandem learning via Skype3SUMMARY: Skype exchange project between China and Australia. Examined learners' perspections of both groups. Both groups agreed that skype exchange helped them understanding culture and improving their TL. However, English learners were more positive. Skype between Chinese EFL class (ES) and Australian class learning Mandarin (MS). Goals were goals to help improve both their communicative and intercultural competence in an authentic learning environment. Students did some correction of each other’s mistakes during the video chats. Students used text chat to resolve difficulties in understanding (NoM). Chat often resorted to English (lingua franca effect (O’Rourke, 2007). Findings indicate a consensus from both groups of students that the exchange had improved their linguistic and intercultural competence, and that eTandem via Skype could be a sustainable mode of learning outside the classroom. However, students from PKU held a more positive evaluation of the learning outcomes and the project as a whole, in comparison to that held by the GU students. Authors conclude that this dissimilarity was primarily caused by the differences in their language proficiency. Grammar was not seen to improve by the MS group but ES group saw slight improvement. MS group often could not understand ES group. They also did not feel more confident about speaking Chinese after the project (ES group did). Both groups agreed that Skype was a good way to improve speaking skills as well as improve intercultural understanding outside of class.
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Vinagre & Munoz2011Computer-mediated corrective feedback and language accuracy in telecollaborative exchanges8SUMMARY: 24 of the original 34 students dropped out of the 2 classes. Only 10 completed the course, 5 in each class (the reasons are not discussed in the paper). Teachers gave lengthy explanations (5 pages) of what they were expected to do, and gave students very detailed tables of error types which they were supposed to use to classify their own errors (and report in their learning journal. For example, here is one of the classification tables: Gaßdorf (1998) divides errors into sixteen types: case error, gender error (relating to the masculine, feminine and neutral article in German), tense error, wrong use of an auxiliary or modal verb, wrong word order, wrong conjugation, wrong tense stem, wrong word, wrong expression, wrong preposition, reflexive pronoun omission, wrong spelling, word omission, wrong use of a connector or pronoun, unnecessary error, and punctuation error. The author also gives abbreviations for each error type. The final questionnaire was 50 questions, most of which were not multiple choice but required written answers (very long). Oddly enough, students were not asked if the amount of work given to them was appropriate. While we should assume that it was unintentional, this seems a clear case of researchers overworking students because they had a research goal. The goal of a positive learning experience for the students is not mentioned and seems to have not been given consideration. However, when we look at Vinagre 2005, she had a normal project. She writes, "I believe that self-evaluation should become the most prominent means of achieving this end and, therefore, tutors should focus especially on training learners how to evaluate themselves objectively" at the end of her conclusion, and it seems this was her aim in this project. But too much work for students, demotivating. See Aston’s (1986) reservations that the requirement to check and clarify language can be demotivating for learners. Aston, G. 1986. ‘Troubleshooting interaction with learners: the more the merrier?’ Applied Linguistics 7: 128–43.
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Ware 2005"Missed" Communication in online communication: Tensions in a German-American Telecollaboration106SUMMARY: Germany-USA, USA students were not graded and did the project during the usual school year when they had many other courses. German sts did the project when they were on vacation, ungraded too. American sts were not very interested in the project because they got no grade for it. German sts were very interested and were disappointed that USA sts did not take time to communicate well with them.
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Ware & Kramsch2005Toward an Intercultural Stance: Teaching German and English through Telecollaboration119SUMMARY: Two students in a German-American exchange had a strong misunderstanding in a forum and one American student stopped communicating with his sister partners because of it. The American student had introduced some controversial topics and seemed to resent the response of one of his German partners. The researchers (one a Ph. D student, the other possibly her supervisor) attribute the misunderstanding partly to the tool, an ACMC forum in which students cannot see (or hear) each other. Had it been real-time, or F2F, the misunderstanding might not have occurred. The teachers agree that there was not much that they could have done to prevent this. "Even the most tightly constructed tasks can be subverted." The researchers wonder how much of the misunderstanding was provoked by the medium, writing that students can be provocative, can jest and flirt online. Good recommendations about how to encourage good behaviour online. Be concise, be sincere, be relevant, be clear... be courteous, avoid conflict, be nice. Assume good will on the part of the other.
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Ware & O'Dowd2008Peer Feedback on Language Form in Telecollaboration79SUMMARY: Students in Spain and the USA were very positive about getting explicit corrective feedback from their partners. Of the 2 groups, only the group that was told to correct their partner's mistakes actually did so. Those who could choose, chose not to correct. Students' feedback was "limited in scope and accuracy" (i.e. sometimes theri explanations were inaccurate) and is therefore not recommended. Authors recommend "reformulations" instead (no explanations, just recasting). Authors also question whether language learned ever gets re-used (they found little evidence in transcripts). This is a big question! If students do not learn from corrections, what's the point? However, other studies (ref) found that sts did indeed use the correct forms later.
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Warner2004It's just a game, right? Types of play in foreign language CMC74MOO exchange among two German language courses.
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Yang2011Learner interpretations of shared space in multilateral English blogging5Monolingual (English) blog exchange between Japan and Taiwan. Both groups are EFL learners.
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Yashima2002Willingness to communicate in a second language: The Japanese EFL context310Extract from Abstract: From structural equation modeling, it appeared that international posture influences motivation, which, in turn, influences proficiency in English. Motivation affected self-confidence in L2 communication which led to willingness to communicate in a L2. In addition to this indirect path, a direct path from international posture to WTC in a L2 was significant. The model’s fitness to the data was good, which indicates the potential for using the WTC and other constructs to account for L2 communication.
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