Innovation in Language Learning

This paper presents preliminary results of an ongoing study researching the impact of technology mediated collaboration between teacher-learners in two Applied Linguistics Master’s programs, one in Canada and the other in Israel. The study was carried out within language teaching instruction courses taught by two of the researchers in each of the programs. The telecollaboration project allowed teacher-learners to explore technology-mediated intercultural language teaching/learning, and encouraged critical reflection on their use of technology in their practice. Course assignments presented teacher-learners an option of telecollaborating with their overseas peers in a short English language task design project which involved the use of technology-mediated language teaching approaches. Data collection also included questionnaires, focus groups and guided reflections. A third researcher was invited to facilitate data collection and avoid any possible conflict of interest between the researcher-instructors and their participants.

The researchers discuss teacher-learners’ initial beliefs and attitudes towards the use of information and communication technologies for language teaching and learning,as well as the possible impact and perceived relevance of this international telecollaborative exchange. The presenters make a case for the creation of spaces where teacher-learners experience creative uses of technology to collaborate and learn in teacher education programs. (254 words)