2018/01/05 by Han Luo, Chunsheng Yang
Arts and Humanities · Psychology · Social Sciences · #Chinese as a foreign language #Computer science #EFL/ESL Teaching and Learning #Education and Technology Integration #Foreign language #Mathematics education #Pedagogy #Psychology #Second Language Learning and Teaching #Theme (computing) #World Wide Web
paper · doi:10.1080/09588221.2017.1420083
openalex publication_date 2018/01/05 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
In an attempt to promote telecollaborative exchanges in the field of teaching Chinese as a foreign language, this paper conducts a comprehensive review of telecollaborative practice from the past twenty years and focuses on five important themes emerging from the literature on telecollaboration, i.e. models, tasks, challenges, technologies, and new trends. Special attention is given to how each theme's findings can be applied to telecollaborative projects for Chinese language learners. Based on the model of competencies for telecollaborative teachers developed by O'Dowd (2013), the implications of twenty years of telecollaborative practice for teaching Chinese as a foreign language are discussed in four areas, i.e. organizational, pedagogical, digital competences, and attitudes and beliefs.