Telecollaboration, also called virtual exchange or online intercultural exchange, is a form of collaborative learning whereby language learners in different locations engage in computer-mediated communication to complete tasks online. There is ample evidence that telecollaboration promotes the acquisition of language skills, intercultural competence, and digital literacies. Challenges faced implementing virtual exchanges include differences in time zones, learning objectives, academic calendars, and cultural attitudes. The present article describes a case of a multilateral telecollaboration project based on the facilitated dialogue model involving four institutions—two in Europe and two in the United States—that was designed to prepare students for the experience of giving online peer feedback on collaborative writing assignments. Our initial goal was to explore the challenges students would face and the benefits they would receive from a complex telecollaboration project involving multiple institutions and two task sequences: 1) input and reflection on giving and receiving peer feedback, 2) completion of the collaborative writing task to be peer reviewed. However, new challenges and opportunities emerged after the switch to emergency e-learning and remote teaching during the Covid-19 pandemic. Relying upon multiple data sources—including correspondence, observations, class discussions, surveys, reflective writing, and information stored in virtual learning environments—our methods of data collection involved convenience sampling, while data analysis was predominantly descriptive. Our results demonstrate that even during a global pandemic, students and instructors face similar logistical challenges and reap similar benefits as has been reported in the literature. Yet our experience also reveals the resiliency of telecollaboration in the face of extreme disruption as well as the potential to exploit virtual exchange to develop learning strategies—such as methods for giving and receiving peer feedback—and meta-awareness of how language is used in the real-world—such as the implications of English as a lingua franca.

中文翻译：

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提供在线同行反馈的远程协作项目：在大流行期间实施多边虚拟交流

远程协作，也称为虚拟交流或在线跨文化交流，是一种协作学习形式，不同地点的语言学习者通过计算机进行交流以在线完成任务。有充分的证据表明，远程协作可以促进语言技能、跨文化能力和数字素养的获得。实施虚拟交流面临的挑战包括时区、学习目标、学术日历和文化态度的差异。本文描述了一个多边远程协作项目的案例，该项目基于促进对话模式，涉及四个机构——两个在欧洲，两个在美国——旨在让学生准备好就协作写作作业提供在线同伴反馈的经验。我们最初的目标是探索学生将面临的挑战以及他们将从涉及多个机构和两个任务序列的复杂远程协作项目中获得的好处：1）对给予和接受同伴反馈的输入和反思，2）完成协作写作任务进行同行评审。然而，在 Covid-19 大流行期间转向紧急电子学习和远程教学后，出现了新的挑战和机遇。依靠多个数据源——包括通信、观察、课堂讨论、调查、反思性写作和存储在虚拟学习环境中的信息——我们的数据收集方法涉及方便抽样，而数据分析主要是描述性的。我们的研究结果表明，即使在全球大流行期间，学生和教师面临类似的后勤挑战，并获得与文献报道类似的好处。然而，我们的经验也揭示了远程协作在面对极端破坏时的弹性，以及利用虚拟交流来制定学习策略的潜力——例如给予和接受同伴反馈的方法——以及对语言在网络中的使用方式的元意识。现实世界——例如英语作为通用语的含义。