Akademik Veri Yönetim Sistemi
Emergency Remote Teaching and Beyond: Voices from World Language Teachers and Researchers, Julian Chen, Editör, Springer Nature, Bern, ss.435-458, 2021
Virtual Exchange projects in which learners of different institutions work together online have
been recognised to develop learners’ techno-pedagogical knowledge and intercultural
competences in a student-centred environment. In the VE project reported on in this case
study, 28 Turkish and 18 Hungarian pre-service EFL teachers worked together in a joint
technology-inclusive teaching methodology course. The project had three main stages: 1)
learning and establishing partnerships; 2) socialization and microteaching activity planning;
3) portfolio submission and project evaluation. After thematic content analysis of the student
portfolios and the instructor-researchers’ communications log, this study concluded that most
learners perceived they benefited from this project as it enhanced their techno-pedagogical
skills and their intercultural awareness, despite reporting on some disruptions due to the
COVID-19 pandemic that concerned sudden changes of the project flow. Most participants
reported on the positive aspects of working together using English for the sole medium of
communication. Reaching further than emergency teaching contexts, implications of this
project regard the importance of project planning, overseeing the pairing processes, the need
for the instructors to be able to make quick changes flexibly based on informed decision, and
the need for reflecting on the techno-pedagogical project gains of learners.