The purpose of this article is to investigate the interactional strategies that secondary school EFL learners use during telecollaboration with interlocutors from a different cultural and linguistic background. Its novelty lies in the educational level and cultural contexts explored as well as in the goal of examining whether frequency of strategy use may depend on the interlocutor and, if so, what the relevant factors are for such variation. The study focuses on two projects in which 10 participants from one Bulgarian school and 18 partners from two schools in Spain took part in dyadic synchronous videoconferences discussing culture-related topics. Data were collected via video recordings, field observations, semi-structured interviews, and questionnaires. The article presents both descriptive statistics and qualitative analysis of the communicative behavior of three case study students interacting with different telecollaborative partners. We found that the participants demonstrate differences in interactional behavior and utilize strategies with varying frequency depending on their interlocutor. The results also reveal crucial factors in the design of telecollaborative educational projects if learners are to successfully implement skills of discovery and interaction in real time.

本文的目的是调查中学英语学习者在与来自不同文化和语言背景的对话者进行远程协作时使用的互动策略。其新颖性在于所探索的教育水平和文化背景，以及检查策略使用频率是否取决于对话者的目标，如果是，则导致这种变化的相关因素是什么。该研究重点关注两个项目，其中来自一所保加利亚学校的 10 名参与者和来自西班牙两所学校的 18 名合作伙伴参加了双元同步视频会议，讨论文化相关主题。通过视频记录、实地观察、半结构化访谈和问卷调查收集数据。本文对三个案例研究学生与不同远程协作伙伴互动的交流行为进行了描述性统计和定性分析。我们发现参与者表现出互动行为的差异，并根据对话者的不同使用不同频率的策略。研究结果还揭示了学习者要成功地实时实施发现和互动技能的远程协作教育项目设计中的关键因素。