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Description
This study brings together ELF learners from Taiwan and Poland, tasking them with co-creating virtual reality tours, to determine the effects of this type of engagement on intercultural learning, motivation, and multimodal literacies. Eight graduate students drawn from a TEFL methodology seminar at a national university in northern Taiwan were paired with an equal number of MA pre-service teachers from a public university in Poland. During the 12-week interaction, participants communicated weekly through Zoom to complete three-stage telecollaborative tasks: information exchange on scenic spots with cultural significance of potential interest to international partners; comparison and contrast of one selected tour site from Taiwan and one from Poland; and co-creation of virtual reality tours of the sites using VR software. Results showed that participants learned about the target culture, increased interest in it, and gained appreciation for cultural differences. They also became more confident in expressing themselves through authentic interaction. The co-construction process enhanced their motivation for learning, improved intercultural competence, and cultivated digital literacies. The study serves as a blueprint for integrating virtual reality technology into intercultural exchange projects.
| Keywords | virtual reality; telecollaboration; intercultural competence; EFL |
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