Telecollaborative Writing within an Algerian EFL Context: Insights from the Ibunka2019 Project

نوع مقاله : مقاله تحقیق

نویسنده
Associate Professor in English Language and Linguistics, Department of Foreign Languages & Research Laboratory on Language Didactics (RLLD), École Normale Supérieure – Messaoud Zeghar, Sétif, Algeria;
چکیده
Following a case study research design, the present paper reports on a cross-cultural project (called Ibunka2019), in which the author monitored his English as a Foreign Language (EFL) writing classes. The project is an email-based exchange among learners of English from six countries (Algeria, Brazil, Indonesia, Japan, Taiwan, and the Netherlands). For data collection, the Algerian participants’ emic perspective was accessed via their self-reports, gained by a post-project online survey; besides, their messages produced as well as the discussions with them during and after the project made valuable retrospective data for the present study. Particularly, the study discusses the merits of the project relative to the writing module, manifestations of learner autonomy, and the challenges encountered. Moreover, it tackled other relevant issues, namely the integration of interculturality, EFL learner mindset, and lingua franca perspective. This study adds to the scarce literature within the Algerian context on telecollaborative EFL teaching and learning

کلیدواژه‌ها

موضوعات


Akalin, S. (2004). Considering Turkish students’ communicative competence in teaching English communicative competence. Ataturk University Journal of Graduate School of Social Sciences, 4(2), 227–237.
Al-Jarf, R. S. (2006). Cross-cultural communication: Saudi, Ukrainian, and Russian students online. Asian EFL Journal, 8(2), 4–28.
Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57-64. https://doi.org/10.1093/elt/56.1.57
Andrianirina, H., & Foucher, A. L. (2012). Les apports du travail collaboratif dans l’amélioration de l’expression écrite en L2. Procedia - Social and Behavioral Sciences, 34, 9–13. https://doi.org/10.1016/j.sbspro.2012.02.003
Aston, G. (1993). Notes on the interlanguage of comity. In K. Gabriele & S. Blum-Kulka (Eds.), Interlanguage pragmatics (pp. 224–250). Oxford University Press.
Avgousti, M. I. (2018). Intercultural communicative competence and online exchanges: A systematic review. Computer Assisted Language Learning, 31(8), 819–853. https://doi.org/10.1080/09588221.2018.1455713
Benabdallah, N. (2016, April 21-23). ‘On the Other Side of the World’ Project: A 2.0. Telecollaborative perspective facing the Global Digital Divide. Paper presented at the Second International Conference on Telecollaboration in Higher Education, Trinity College Dublin. https://www.tcd.ie/slscs/telecollaboration2016/
Bennacer, F. (2019). Using Telecollaboration through Facebook to Develop the English as a Foreign Language Students’ Intercultural Communicative Competence: The case of first year master students at the university of Mohammed Seddik Ben Yahia, Jijel. (Doctoral Thesis), University of Fères Mentouri, Constantine 1, Costantine, Algeria. Retrieved from http://193.194.84.143/bitstream/handle/123456789/136632/BEN1525.pdf?sequence=1&isAllowed=y
Boonsuk, Y., Ambele, E. A., & McKinley, J. (2021). Developing awareness of Global Englishes: Moving away from ‘native standards’ for Thai university ELT. System, 102511. https://doi.org/10.1016/j.system.2021.102511
Cebuc, L., & Sadouni, R. (2017). PTAM: Une collaboration interculturelle à l’ère de la mondialisation. Studi Auniversitatis Moldaviae, 10(110), 3–11.
Crystal, D. (2003). English as a global language (2 ed.). Cambridge University Press
Demir, N., & Kayaoğlu, M. N. (2021). Multi-dimensional foreign language education: The case of an eTwinning project in Turkey. Computer Assisted Language Learning, 1–38. https://doi.org/10.1080/09588221.2020.1871027
Dendenne, B. (2019, Novembre 4-5). Review of Recently-held Telecollaboration Seminar on Foreign Language Teaching: What can we learn and apply in the Algerian university context? Paper presented at the Colloque International en la Télécollaboration Universitaire en Classes de Langues: Pratiques enseignantes, défis linguistiques et horizons culturels, University of Blida 2 Ali Lounici (Algeria). https://univ-blida2.dz/fr/2019/11/10/colloque-international-sur-la-telecollaboration-universitaire-en-classes-de-langues-pratiques-enseignantes-defis-linguistiques-et-horizons-culturels/
Dendenne, B. (in press). Compliments, self- praise, and self-denigration among non-native English users in an online setting. TESL-EJ.
Fedderholdt, K. (2001). An email exchange project between non-native speakers of English. ELT Journal, 55(3), 273. https://doi.org/10.1093/elt/55.3.273
Gómez Rodríguez, L. F. (2015). The cultural content in EFL textbooks and what teachers need to do about it. PROFILE Issues in Teachers’ Professional Development, 17(2), 167–187. http://dx.doi.org/10.15446/profile.v17n2.44272
Graddol, D. (2006). English next. British Council.
Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford University Press.
Kachru, B. B. (1992). World Englishes: Approaches, issues and resources. Language Teaching, 25(1), 1-14. https://doi.org/10.1017/S0261444800006583
Ke, I., & Cahyani, H. (2014). Learning to become users of English as a lingua franca (ELF): How ELF online communication affects Taiwanese students’ beliefs of English. System, 46, 28–38. https://doi.org/10.1016/j.system.2014.07.008
Ke, I., & Suzuki, T. (2011). Teaching global English with NNS-NNS online communication. Asia TEFL, 8(2), 169–188.
Ke, I. C. (2012). English as a lingua franca (ELF) in intercultural communication: Findings from ELF online projects and implications for ELT in Taiwan. Taiwan Journal of TESOL, 9(2), 63-93.
Kessler, M. (2020). Technology-mediated writing: Exploring incoming graduate students’ L2 writing strategies with Activity Theory. Computers and Composition, 55, 102542. https://doi.org/10.1016/j.compcom.2020.102542
Kohn, K. (2016). From ELF communication to lingua franca pedagogy. In M. Pitzl & R. Osimk-Teasdale (Eds.), English as a lingua franca: Perspectives and prospects (pp. 87–96). De Gruyter Mouton.
Kohn, K. (2018a). MY English: A social constructivist perspective on ELF. Journal of English as a Lingua Franca, 7(1), 1–24. https://doi.org/10.1515/jelf-2018-0001
Kohn, K. (2018b). Towards the reconciliation of ELF and EFL: Theoretical issues and pedagogical challenges. In N. Sifakis & N. Tsantila (Eds.), English as a lingua franca for EFL contexts (pp. 32–48). Multilingual Matters.
Kohn, K. (2020). A pedagogical lingua franca approach: Emancipating the foreign language learner. LEARN Journal, 13(2), 1–13.
Kohn, K., & Hoffstaedter, P. (2017). Learner agency and non-native speaker identity in pedagogical lingua franca conversations: Insights from intercultural telecollaboration in foreign language education. Computer Assisted Language Learning, 30(5), 351–367. https://doi.org/10.1080/09588221.2017.1304966
Lenkaitis, C. A., Calo, S., & Venegas Escobar, S. (2019). Exploring the intersection of language and culture via telecollaboration: Utilizing videoconferencing for intercultural competence development. International Multilingual Research Journal, 13(2), 102–115. https://doi.org/10.1080/19313152.2019.1570772
Matsuda, A. (2003). The ownership of English in Japanese secondary schools. 22(4), 483–496. https://doi.org/10.1111/j.1467-971X.2003.00314.x
McKay, S. L. (2002). Teaching English as an international language: Rethinking goals and approaches. Oxford University Press.
Meziane, M. K., & Sari-Mitchel, S. (2014). Teaching with technology: The place of EFL in virtual classrooms. International Journal of Linguistics and Communication, 2(1), 67–79.
Meziane, M., & Kara Terki, H. (2011). Integrating ICT for the Global Understanding program. Global Partners in Education Journal, 1(1), 30-36.
Mouloud, A. A., & Said, K. (2015). Evaluation of intercultural communicative competence in the English language textbook “New Prospects” for the third level secondary school in Algeria. Journal of Arts and Social Sciences, 12(1), 19–35.
Özdemir, E. (2017). Promoting EFL students’ intercultural communication effectiveness: A focus on Facebook. Computer Assisted Language Learning, 30(6), 510–528. https://doi.org/10.1080/09588221.2017.1325907
Sadouni, R., & Cebuc, L. (2018). PTAM ou les défis de la télécollaboration interculturelle. Fittardjama, 5(1), 235–249.
Sardegna, V. G., & Dugartsyrenova, V. A. (2021). Facilitating pre-service language teachers’ intercultural learning via voice-based telecollaboration: The role of discussion questions. Computer Assisted Language Learning, 1–29. https://doi.org/10.1080/09588221.2020.1871028
Seidlhofer, B. (2010). Understanding English as a lingua franca. Oxford University Press
Sharifian, F. (2009). English as an International Language: An overview. In F. Sharifian (Ed.), English as an international language: Perspectives and pedagogical issues (pp. 1–18). Multilingual Matters.
Sifakis, N. C., & Bayyurt, Y. (2018). Developing an ELF-aware pedagogy: Insights from a self-education programme. In P. Vettorel (Ed.), New frontiers in teaching and learning English Cambridge Scholars Publishing
Sifakis, N. C., & Tsantila, N. (Eds.). (2018). English as a lingua franca for EFL contexts. Multilingual Matters.
Sifakis, N. C., Lopriore, L., Dewey, M., Bayyurt, Y., Vettorel, P., Cavalheiro, L., . . . Kordia, S. (2018). ELF-awareness in ELT: Bringing together theory and practice. Journal of English as a Lingua Franca, 7(1), 155–209. https://doi.org/10.1515/jelf-2018-0008
Spencer-Oatey, H. (2008). Face, (im)politeness and rapport. In H. Spencer-Oatey (Ed.), Culturally speaking: Culture, communication and politeness theory (2 ed., Vol. 2, pp. 11–47). Bloomsbury Publishing
Tarone, E. (2016). Learner language in ELF and SLA. In M. Pitzl & R. Osimk-Teasdale (Eds.), English as a lingua franca: Perspectives and prospects (pp. 217–226). De Gruyter Mouton.
TECOLA (2019, April 17). Tecola Project SEMINAR - Utrecht 2019 [video file]. Retrieved from https://www.youtube.com/watch?v=vcEXBA0hauw&t=1899s
Teng, M. F. (2019). Autonomy, agency, and identity in teaching and learning English as a foreign language. Springer Singapore.
Timmis, I. (2002). Native‐speaker norms and international English: A classroom view. ELT Journal, 56(3), 240–249. https://doi.org/10.1093/elt/56.3.240
Toscu, S., & Erten, İ. H. (2020). Developing intercultural communicative competence by the means of telecollaboration. Education and Information Technologies, 25(5), 4517–4534. https://doi.org/10.1007/s10639-020-10174-8
Watanabe, M. (2006). Better E-moderation for OET and project Ibunka. Meikai journal, Faculty of Languages and Cultures, 6, 33–66.
Weninger, C., & Kiss, T. (2013). Culture in English as a foreign language (EFL) textbooks: A semiotic approach. TESOL Quarterly, 47(4), 694–716. https://doi.org/10.1002/tesq.87
Widdowson, H. G. (1996). Comment: authenticity and autonomy in ELT. ELT Journal, 50(1), 67-68. https://doi.org/10.1093/elt/50.1.67
Yanguas, I. (2020). L1 vs L2 synchronous text-based interaction in computer-mediated L2 writing. System, 88, 102169. https://doi.org/10.1016/j.system.2019.102169