Creating a Micro-Immersion Environment Through Telecollaboration

Introduction

The use of technology for educational purposes is nothing new nowadays. Technology has become exceedingly commonplace in many educational fields over the years because it has the ability to empower its users in multiple ways. Currently, in the field of foreign language education in particular, Computer Assisted Language Learning (CALL) technology is frequently expected. CALL affords teachers and students alike an opportunity to directly connect with the target language and culture in new and exciting ways. CALL technology is remarkable because it is quite versatile in its application; it can be used inside as well as outside of the classroom for the benefit of both teachers and students.

This chapter reports the use of an Internet-based videoconferencing software in two separate foreign language classrooms for the purpose of creating an environment in which language learners must use the target language in order to complete an assignment. Although the two classes participating in this study are partnered with different people, (i.e., one group is paired with native speakers of the target language and the other group with peers from within the class itself) so that a comparison can be made, the study offers both teachers and researchers an innovative approach to bringing the target language to life through the use of technology. The information provided in this chapter is twofold. First, it is meant to link current theories of second language acquisition (i.e., the communicative language approach, task-based language learning/teaching and intercultural communicative competence) with the use of technology for language learning purposes, more specifically, the CALL practice of telecollaboration. Second, it is meant to serve as a model for implementing and using telecollaboration in foreign language classrooms in non-traditional ways in order to create an immersion-like environment.