Innovation in Language Learning

In an increasingly globalized educational landscape, developing intercultural competence and supporting learner identity are essential goals in language education. This study examines the impact of telecollaboration on fostering intercultural communicative competence (ICC) and shaping the ideal L2 self among Turkish university students learning English as a foreign language. Using a mixed-methods, quasi-experimental design, the study contrasts an experimental group—engaged in structured online intercultural exchanges with international peers via synchronous and asynchronous tools—with a control group completing equivalent tasks in a traditional classroom setting. Over eight weeks, learners participated in collaborative activities designed to promote meaningful intercultural interaction and reflection. Quantitative data revealed significant improvements in key ICC components among telecollaborative participants. Qualitative analyses further highlighted increased learner motivation, a stronger sense of identity, and clearer visions of the ideal L2 self. The findings underscore the transformative role of digitally mediated intercultural communication in language learning, offering implications for integrating telecollaboration into EFL curricula to cultivate globally competent and self-aware learners.In an increasingly globalized educational landscape, developing intercultural competence and supporting learner identity are essential goals in language education. This study examines the impact of telecollaboration on fostering intercultural communicative competence (ICC) and shaping the ideal L2 self among Turkish university students learning English as a foreign language. Using a mixed-methods, quasi-experimental design, the study contrasts an experimental group—engaged in structured online intercultural exchanges with international peers via synchronous and asynchronous tools—with a control group completing equivalent tasks in a traditional classroom setting. Over eight weeks, learners participated in collaborative activities designed to promote meaningful intercultural interaction and reflection. Quantitative data revealed significant improvements in key ICC components among telecollaborative participants. Qualitative analyses further highlighted increased learner motivation, a stronger sense of identity, and clearer visions of the ideal L2 self. The findings underscore the transformative role of digitally mediated intercultural communication in language learning, offering implications for integrating telecollaboration into EFL curricula to cultivate globally competent and self-aware learners.