Negotiating pre-service EFL teachers' identity orientations through telecollaboration

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dc.authoridEren, Omer/0000-0003-0826-6834
dc.contributor.authorEren, Omer
dc.date.accessioned2024-09-18T20:59:18Z
dc.date.available2024-09-18T20:59:18Z
dc.date.issued2023
dc.departmentHatay Mustafa Kemal Üniversitesien_US
dc.description.abstractPurpose Telecollaboration has become a dynamic subfield of CALL studies with the increasing availability of multimodal platforms in language learning and teaching. Although current studies mostly have focused on bilingual and bicultural exchanges, affordances of multi-faceted teacher identity have not received considerable attention. To address this gap, 57 teacher candidates took part in an eight-week telecollaboration project with four instructors from European universities. Method Drawing on [Deardorff, D. K. 2006. Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization. Journal of Studies in International Education 10 (3): 241-266.] process orientation and [Bennett, M. J. 1993. Towards Eethnorelativism: A Developmental Model of Iintercultural Sensitivity. In Education for the Intercultural Experience, edited by R. Michael Paige, 21-71. Yarmouth, ME: Intercultural Press] developmental models, teacher candidates' identity negotiations were analysed through the data generated on (a)synchronous modes. Findings and Originality Findings suggest that dynamics resulting from multicultural and multilingual identity contribute to higher intercultural communicative competence, and teacher candidates' intercultural development is manifested through their (a) intercultural adjustment, (b) culture-specific identity orientations, (c) gender socialisation and (d) culture and technology interplay. This study provides several implications for EFL practitioners to foster intercultural communicative competence in language classes and utilise telecollaboration as a valuable asset with concrete outcomes for upcoming studies.en_US
dc.identifier.doi10.1080/17501229.2022.2085280
dc.identifier.endpage484en_US
dc.identifier.issn1750-1229
dc.identifier.issn1750-1237
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85131661598en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage469en_US
dc.identifier.urihttps://doi.org/10.1080/17501229.2022.2085280
dc.identifier.urihttps://hdl.handle.net/20.500.12483/12509
dc.identifier.volume17en_US
dc.identifier.wosWOS:000808199000001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofInnovation in Language Learning and Teachingen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectTelecollaborationen_US
dc.subjectvirtual exchangeen_US
dc.subjectteacher identityen_US
dc.subjectintercultural communicative competenceen_US
dc.titleNegotiating pre-service EFL teachers' identity orientations through telecollaborationen_US
dc.typeArticleen_US

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