Building a Multicultural and Transnational EFL Community Using Multimodal Sources

Abstract

ABSTRACT: The present exploratory study examines the impact of a multicultural experience inside an English as a foreign language community through multimodal and technology- based resources. The purposes underpinning the study are threefold. Firstly, the creation and consolidation of an EFL teacher community. Secondly, the improvement of the target participants’ language skills through exposure to a multicultural experience. Thirdly, the development (and/or) the increase of their digital literacy skills, by focusing on learners’ development of their intercultural and linguistic competences, through the undertaking of a transnational telecollaboration project. Participants include three groups of participants’ teachers and students in Colombia (n=11), in Russia (n=16) and Morocco (n=16). Data collection instruments include artifacts, e-mails, surveys, web entries, videos, tests and shared documents via Google Docs. Data analysis procedures are framed upon the usage of the Grounded Theory approach. Findings reveal the learners ́ broadening repertoire of digital skills and linguistic correctness in use fostering authentic communication among participants; as well building a suitable environment in which learners benefit from a sequentially- staged sociocultural and linguistic exchange, highlighting the value of collaboration to enhance mutual understanding, tolerance, and inclusion. The project aims to narrow the divide of low-income students who have limited opportunities to establish academic exchange with other peers abroad, as well as to revitalize the practices in language learning through the fosterage of telecollaboration among students from different countries.