Different interlocutors, different EFL interactional strategies: A case study of intercultural telecollaborative projects in secondary classrooms

Abstract

The purpose of this article is to investigate the interactional strategies that secondary school EFL learners use during telecollaboration with interlocutors from a different cultural and linguistic background. Its novelty lies in the educational level and cultural contexts explored as well as in the goal of examining whether frequency of strategy use may depend on the interlocutor and, if so, what the relevant factors are for such variation. The study focuses on two projects in which 10 participants from one Bulgarian school and 18 partners from two schools in Spain took part in dyadic synchronous videoconferences discussing culture-related topics. Data were collected via video recordings, field observations, semi-structured interviews, and questionnaires. The article presents both descriptive statistics and qualitative analysis of the communicative behavior of three case study students interacting with different telecollaborative partners. We found that the participants demonstrate differences in interactional behavior and utilize strategies with varying frequency depending on their interlocutor. The results also reveal crucial factors in the design of telecollaborative educational projects if learners are to successfully implement skills of discovery and interaction in real time.