The role of telecollaboration in English language teacher education: a systematic review

Abstract

AbstractThis study systematically reviews telecollaboration studies conducted between 2013 and 2023 in English language teacher education. This review scrutinized telecollaboration studies conducted in English language teacher education regarding their research focal points, study contexts, and the technological tools employed. The study also aimed to unveil emerging and recurring issues in telecollaboration studies. The findings of the systematic review highlighted the dual emphasis of telecollaboration studies on pedagogical and telecollaborative aspects. As for the pedagogical considerations, this review illustrated that telecollaboration was employed to enhance intercultural competence, techno-pedagogical skills, and instructional design in English language teacher education. Studies focusing on telecollaborative aspects explored telecollaborative competence, task design and implementation, and the challenges associated with telecollaboration in English language teacher education. This systematic review also revealed that partnerships for telecollaborative studies were established in America, Asia, and Europe. This review also explored that telecollaboration studies utilized various synchronous tools for immediate and dynamic interaction and a variety of asynchronous tools to initiate connections, establish rapport, and foster team exchange. In light of the findings, this review explored the role of telecollaboration as a virtual space for developing pedagogical skills, including intercultural competence, techno-pedagogical competence, and instructional design. The transformative role of telecollaboration also emerged from the findings in bridging the gap between pedagogical theory and practical application by increasing awareness and facilitating the application of knowledge to actual or future teaching practice. In addition, the supplementary role of telecollaboration was explored in cultivating telecollaborative competence through adopting various functions such as co-designer, assessor, facilitator, and mediator and engaging in task design and implementation.