DOI: https://doi.org/10.56712/latam.v6i1.34=
45
Adaptation of eTwinning in higher education: Its
impact on English teaching
Adaptación de eTwinning
en educación superior: Su impacto en la enseñanza del
inglés
María Cristina Basantes
ma.cristinabasantes@gmail.com
https://orcid.org/0000-0001-5184-9643
Universidad Lai=
ca
Eloy Alfaro de Manabí (ULEAM)
Manta –
Ecuador
Artículo recibido: 29 de enero de 2025.
Aceptado para publicación: 12 de febrero de 2025.
Conflictos de
Interés: Ninguno que declarar.
Abstract
This study explores the potential of classroom twinning and virtual
exchange programs, particularly through eTwinning (inspired by an initiativ=
e of
the European Commission's eLearning Program in 2005), as a strategy to enha=
nce
English proficiency in countries with low EF EPI rankings. By facilitating
digital collaboration between EFL learners and =
native
English speakers, these initiatives aim to improve language acquisition,
intercultural competence, and student motivation. The literature review
synthesizes recent research on telecollaboration and blended learning model=
s,
emphasizing their role in foreign language education. A systematic literatu=
re
search was conducted in indexed databases, focusing on studies published si=
nce
2020. Inclusion criteria prioritized research examining classroom twinning
projects, digital collaboration, and their impact on E=
FL
learners' language proficiency. Excluded were studies unrelated to language
acquisition or intercultural exchange. The findings highlight the positive
effects of virtual interactions on linguistic skills, digital literacy, and
cultural awareness, while also identifying challenges related to time zone
differences, curriculum misalignment, and unequal technological access. The
study proposes a three-year phased implementation of eTwinning in universit=
ies,
beginning with pilot programs, faculty training, and technological integrat=
ion,
followed by institutional adoption. Future research should address the impa=
ct
of technological disparities on student participation, the role of teacher
training in virtual exchanges, and strategies to enhance oral proficiency in
digital environments. The findings provide practical recommendations for
integrating digital collaboration into EFL educ=
ation,
contributing to innovative pedagogical practices in foreign language learni=
ng.
Keywords: classroom twinn=
ing,
english as a foreign language, ef
english proficiency index, language learning
strategies, intercultural competence
Resumen
Este
estudio analiza el potencial del classroom twinning y los programas de intercambio virtual,
particularmente a través de eTwinning
(inspirado en una iniciativa del Programa de Aprendizaje eLearning de la
Comisión Europea en 2005), como una estrategia para mejorar el domin=
io
del inglés en países con bajas clasificaciones en el EF EPI. =
Al
facilitar la colaboración digital entre estudiantes de inglés
como lengua extranjera (EFL) y hablantes nativo=
s,
estas iniciativas buscan fortalecer la adquisición del idioma, la
competencia intercultural y la motivación estudiantil. La
revisión de la literatura sintetiza investigaciones recientes sobre =
telecolaboración y modelos de aprendizaje comb=
inado,
destacando su papel en la enseñanza de lenguas extranjeras. Se
llevó a cabo una búsqueda sistemática en bases de datos
indexadas, enfocándose en estudios publicados desde 2020. Los criter=
ios
de inclusión priorizaron investigaciones sobre =
classroom
twinning, colaboración digital y su impa=
cto en
la competencia lingüística de los estudiantes de EFL, mientras que se excluyeron aquellos estudios no
relacionados con la adquisición de idiomas o el intercambio
intercultural. Los hallazgos muestran beneficios de la interacción
virtual en el desarrollo de habilidades lingüísticas,
alfabetización digital y conciencia cultural, pero también
identifican desafíos como diferencias horarias, desajustes curricula=
res
y acceso desigual a la tecnología. El estudio propone una
implementación gradual de eTwinning en
universidades durante tres años, comenzando con programas piloto,
formación docente e integración tecnológica, seguida d=
e su
adopción institucional. Investigaciones futuras deberían abor=
dar
el impacto de las brechas tecnológicas en la participación
estudiantil, el papel de la formación docente en los intercambios
virtuales y estrategias para mejorar la fluidez oral en entornos digitales.=
Los
resultados ofrecen recomendaciones prácticas para integrar la
colaboración digital en la enseñanza del inglés,
contribuyendo a prácticas pedagógicas innovadoras en la
enseñanza de idiomas.
Palabras clave: classroom =
twinning, etwinning,
inglés como lengua extranjera, ef english proficiency index, competencia intercultural
Todo el contenido de LATAM
Revista Latinoamericana de Ciencias Sociales y Humanidades, publicado en es=
te
sitio está disponibles bajo Licencia Creative Commons.=
Cómo citar: B= asantes, M. C. (2025). Adaptation of eTwinning in higher education: Its impact on English teaching. = LATAM Revista Latinoamericana de Ciencias Sociales= y Humanidades 6 (1), 1695 – 1705. https://doi.org/10.56712/latam.v6i1.3445<= o:p>
INTRODUCTION
In an increasingly interconnected world,
English proficiency is essential for academic and professional success.
However, countries and regions such as Ecuador, the Middle East, North Afri=
ca,
and parts of Asia struggle with low English proficiency, as indicated by th=
e EF
English Proficiency Index (EF EPI) 2024. This highlights the need for
innovative language-learning strategies. One effective model widely impleme=
nted
in Europe is eTwinning, a virtual collaboration platform that enhances lang=
uage
proficiency and intercultural competence through ICT (Information and
Communication Technology)-based exchanges.
This literature review examines the potenti=
al
of eTwinning to improve English proficiency in higher education settings wi=
thin
low EF EPI regions. The study focuses on recent research (last five years) =
to
explore how digital collaboration can be adapted for university-level
implementation. Key concepts such as eTwinning, digital collaboration,
telecollaboration, and intercultural communicative competence (ICC) are def=
ined
within the context of foreign language (FL) acquisition.
The study proposes a three-year phased
implementation across universities, beginning with pilot programs, faculty
training, and technological integration, before expanding to nationwide ado=
ption.
By promoting interactive, technology-driven learning experiences, this rese=
arch
evaluates how eTwinning-inspired projects could provide a structured, scala=
ble
approach to improving English proficiency, digital literacy, and intercultu=
ral
skills in these regions. &=
nbsp;
METHODOLOGY
This study employed a systematic approach to
critically evaluate the quality of the selected studies and synthesize their
findings. The methodological framework involved three key stages: study
selection, critical appraisal, and synthesis of results.
Study Selection=
and
Data Sources
A systematic literature search was conducted
using the indexed database Google Scholar, focusing on research published s=
ince
2020. The selection process followed explicit inclusion and exclusion crite=
ria
to ensure relevance to the research objectives. Studies that examined class=
room
twinning, digital collaboration, and their impact on E=
FL
learners' language proficiency were prioritized, while those unrelated to
language acquisition or intercultural exchange were excluded.
Inclusion Crite=
ria
Empirical studies examining classroom twinn=
ing
between EFL learners.
Research measuring outcomes related to language
proficiency and intercultural competence.
Exclusion Crite=
ria
Studies unrelated to language acquisition or
cultural exchange.
Papers published before 2020.
Critical Evalua=
tion
of Study Quality
To assess the reliability and validity of t=
he
included studies, a qualitative analysis that involved comparing methodolog=
ies
across different research contexts to identify patterns and inconsistencies=
was
applied.
Thematic Synthe=
sis
of Results
A comparative analysis was conducted to
identify recurring themes and discrepancies in the literature. Key aspects
synthesized included:
The role of eTwinning in language acquisiti=
on
and student motivation.
Challenges in implementation, such as
technological disparities and scheduling conflicts.
The impact of digital literacy and
intercultural competence on language learning outcomes.
Through this structured approach, the study
provides a comprehensive evaluation of existing research, offering insights
into the effectiveness and limitations of virtual exchange programs for
LITERATURE REVIEW
Classroom twinn=
ing
and virtual exchange models
Classroom twinning is a collaborative excha=
nge
that strengthens and adds value to service-learning initiatives or comparab=
le
experiences already being implemented in diverse regional, geographical, or
cultural contexts (CLAYSS, n.d.). It also align=
s with
virtual exchange programs, allowing students from different linguistic and
cultural backgrounds to interact via digital platforms (O'Dowd, 2021). These
exchanges provide EFL learners with authentic
communication opportunities, promoting both linguistic and cultural fluency=
.
Critical Analys=
is
and Synthesis of Key Findings
Research indicates that the integration of
technology in foreign language (FL) education has gained prominence in the =
21st
century, as educational institutions increasingly emphasize innovation to
enhance teaching and learning. González (2008) highlights the
transformative role of Information and Communication Technology (ICT) in
language instruction, advocating for its systematic incorporation into
pedagogical methodologies. Among these digital tools, eTwinning has emerged=
as
a widely adopted collaborative platform across European schools, allowing
teachers and students to engage in virtual exchanges that foster language
proficiency, digital literacy, and intercultural competence (Vuorikari et al., 2012).
eTwinning projects take on various
collaborative modalities, ranging from partnerships between institutions,
educators, and students. Research on eTwinning’s application in FL
classrooms frequently emphasizes its role in boosting student motivation and
social interaction. For instance, Carvalho (2007) and Fernández (200=
8)
observed a significant increase in students' enthusiasm for language learni=
ng
following their participation in eTwinning projects. Similarly, Pereira and
Rocha (2007) conducted a semester-long study involving secondary school
students in an eTwinning experience. Their findings revealed that students =
made
notable progress in ICT competencies and intercommunicative skills, reinfor=
cing
the idea that digital collaboration enhances both linguistic and technical
proficiencies.
Further research suggests that eTwinning can
prevent student disengagement and improve motivation in FL learning. Sundqv=
ist
and Olin-Scheller (2013) argue that telecollabo=
rative
projects help teachers address lack of motivation and learning stagnation a=
mong
secondary students. Additionally, Martínez (2012) found that the use=
of
eTwinning and telecollaboration facilitated the development of communicative
skills and formal linguistic structures. In an empirical study, Angelova and Zhao (2016) analyzed the grammatical
development of 26 Chinese university students who engaged with American
counterparts via email, Skype, and discussion boards. Their results indicat=
ed
significant improvement in sentence structure and word order, highlighting =
the
effectiveness of digital exchanges in refining linguistic accuracy. Similar=
ly,
Bueno-Alastuey and Kleban<=
/span>
(2016) compared Polish and Spanish teacher trainees engaged in a
telecollaborative project using English as a lingua franca. Their research
found positive effects on both written and oral language proficiency,
supporting the pedagogical value of virtual language exchanges.
The integration of technology in foreign
language (FL) education has gained prominence in the 21st century, as
educational institutions increasingly emphasize innovation to enhance teach=
ing
and learning. Alcaraz-Mármol (2020)
underscores the growing reliance on digital tools in FL instruction,
emphasizing their role in modern pedagogical frameworks. Similarly,
González (2008) highlights the transformative role of ICT in language
instruction, advocating for its systematic incorporation into pedagogical
methodologies. Among these digital tools, eTwinning has emerged as a widely
adopted collaborative platform across European schools, allowing teachers a=
nd
students to engage in virtual exchanges that foster language proficiency,
digital literacy, and intercultural competence (Vuorik=
ari
et al., 2012).
According to Valderrama Cabello (2020), the
integration of Content and Language Integrated Learning (CLIL)
with ICT tools and eTwinning offers a comprehensive approach to enhancing
foreign language acquisition. The study presents a teaching proposal design=
ed
to engage the educational community while prioritizing student motivation a=
s a
key component in lesson planning. The proposed didactic unit, titled "=
The
World Around Us", was implemented in a 5th-grade primary education cla=
ss
with 25 students (12 girls and 13 boys) aged 10 to 11 in Andalucia.
Over nine 60-minute sessions, students transitioned from exploring their
immediate surroundings to developing a deeper understanding of their peers'
cultural experiences in Essex, UK.
The Laboratori =
e Tirocini di Introduzione =
alle Metodologie e Tecnologie =
Didattiche (Teaching Labs), introduced by the Univers=
ity of
Verona in the 2017/18 academic year, exemplify an innovative model for
preparing foreign language educators (Battisti, Bonado=
nna,
Dalle Pezze, & =
Vettorel, 2023). These labs are designed to offer
introductory training for aspiring teachers specializing in English, French,
German, Spanish, and more recently, Russian (added in 2022/23). They form a
central part of the Master’s Degree in Comparative European and
Non-European Languages and Literatures, enhancing its scope and potentially
influencing future curricular frameworks in related degree programs. This
initiative stands out as an original contribution to teacher education, giv=
en
its distinctiveness within the region.
A hallmark of the Teaching Labs is their us=
e of
blended learning methodologies, which combine interactive teaching simulati=
ons,
technology-driven strategies, and practical application. The program
prioritizes the development of transferable skills, including technological
proficiency, cultural awareness, and critical thinking capabilities. With i=
ts
latest iteration, Teaching Labs: Methodologies, Technologies, and Practicum,
the program continues to evolve, reinforcing its commitment to modernizing
teacher preparation processes (Battisti et al., 2023). These characteristics
position the Teaching Labs as a progressive model that could inspire similar
initiatives across diverse educational contexts.
Furthermore, studies remark that
out-of-classroom activities contribute significantly to enhancing foreign
language speaking skills, particularly in non-English-speaking regions
(Márquez Piedra, 2024). Among the three educational institutions
examined, only El Baix Llo=
bregat’s
Official Language School (EOI) currently implements an active eTwinning pro=
ject
for language learning. This project, focused on A1-level German students, i=
s a
multilingual and multilevel collaboration involving educational institutions
from Spain, Italy, France, and Turkey. Although designed to facilitate lang=
uage
acquisition, its primary focus is on written communication rather than oral
interaction.
Previous research on eTwinning-based learni=
ng
suggests that while these projects encourage collaboration across cultural =
and
linguistic boundaries, their impact on oral proficiency remains inconsisten=
t.
The teacher involved in the EOI project noted that earlier initiatives, whi=
ch
incorporated video introductions, virtual meetings, and written exchanges, =
were
more effective in developing students’ spoken fluency. Through multip=
le
recordings and structured interaction, students progressively refined their
pronunciation and confidence. However, despite the pedagogical value of the=
se
activities, their absence of a final tangible product prevented them from
receiving official eTwinning recognition. This finding highlights an
institutional bias toward measurable outcomes over language acquisition
processes.
The study underscores the importance of ICT
resources in foreign language education, as digital tools provide students =
and
teachers with greater access to diverse learning materials and interactive
programs. These resources facilitate cross-border collaboration, offering
insights into different educational systems and teaching methodologies. This
interaction fosters cultural awareness while equipping students with valuab=
le
linguistic and digital competencies.
Identification =
of
Knowledge Gaps and Areas for Further Research
Although studies on eTwinning projects in
European educational institutions provide valuable insights, there remains a
lack of research focused on Latin American EFL
learners and regarding its impact on Spanish-speaking university students
training to become English teachers. Given the linguistic and pedagogical
demands of their profession, it is essential to examine how eTwinning can
enhance their oral proficiency, intercultural communicative competence (ICC=
),
and teaching methodologies.
Given the socioeconomic and technological
disparities in Latin America, further research is needed to assess:
The feasibility of eTwinning projects in La=
tin
American EFL contexts, considering infrastructu=
re
limitations and access to technology.
The effectiveness of eTwinning for oral
language development in Spanish-speaking EFL
learners, particularly in settings where English exposure is minimal.
Alternative pedagogical models that could
complement or enhance oral interaction within eTwinning frameworks for
non-European EFL learners.
Despite the growing integration of ICT-based
language learning in university curricula, studies have yet to explore the
specific benefits and challenges of incorporating eTwinning in the training=
of
future English teachers in Spanish-speaking countries. Key areas requiring
further research include:
The role of eTwinning in improving oral flu=
ency
and teaching confidence: Future English teachers require high levels of spo=
ken
proficiency and classroom communication skills. However, there is limited
research on how digital language exchanges impact their ability to develop
fluency, pronunciation accuracy, and pedagogical communication techniques in
real teaching scenarios.
The development of intercultural competence
among prospective English teachers: Since eTwinning facilitates cross-cultu=
ral
interactions, it has the potential to improve future educators' ability to
integrate cultural perspectives into their teaching. Research should explore
whether these projects contribute to cultural awareness, adaptability, and =
the
integration of intercultural perspectives in lesson planning.
Challenges in implementing eTwinning in tea=
cher
education programs: Spanish-speaking university students pursuing an English
teaching degree may encounter technological, institutional, or
curriculum-related barriers in accessing eTwinning projects. Further resear=
ch
should examine faculty preparedness, digital literacy levels, and university
support for virtual language exchanges.
Long-term effects of eTwinning on teaching
methodology and classroom practices: While studies have shown that eTwinning
improves motivation and ICT skills, there is limited evidence on whether fu=
ture
English teachers apply these skills in their professional careers. Longitud=
inal
studies should track whether participants incorporate digital collaboration
techniques and intercultural insights into their teaching methods after gra=
duation.
Addressing these gaps will provide a
comprehensive understanding of eTwinning’s role in preparing
Spanish-speaking university students for their future careers as English
teachers. Additionally, it will help universities and language education pr=
ograms
refine their approaches to integrating ICT-based collaborations into teacher
training curricula.
This study seeks to contribute to these
discussions by analyzing the potential of eTwinning to enhance the linguist=
ic,
pedagogical, and intercultural competencies of future English teachers in
Spanish-speaking contexts.
A study by Dooly & O'Dowd (2018) found =
that
students’ proficiency gaps sometimes lead to passive engagement, wher=
e EFL learners hesitate to communicate due to fear of m=
aking
mistakes. Additionally, technological access remains a barrier in regions w=
ith
limited internet connectivity and digital infrastructure (Helm, 2020).
DISCUSSION
The reviewed studies suggest that classroom
twinning offers an effective approach for improving English proficiency and
cultural competence. Interaction with native speakers allows EFL learners to practice authentic language use while
gaining cultural insights. However, for successful implementation, institut=
ions
must address logistical challenges and ensure equitable participation.
Interpretation =
of
Findings in Relation to the Research Question
Alcaraz-Marmol’s=
(2020) outcomes of the study suggest that while eTwinning provides valuable
opportunities for cultural and linguistic exchange, its effectiveness in
improving oral proficiency depends largely on project design and
implementation. According to Alcaraz-Mármol
(2020), intercultural communication plays a crucial role in EFL
education, yet most eTwinning projects emphasize written communication over
spoken interaction. The literature highlights the motivational and
collaborative benefits of eTwinning but also reveals certain limitations,
particularly in its capacity to develop real-time spoken fluency. Although
students engaged in eTwinning projects demonstrate improvements in digital
literacy, grammar, and written communication, the impact on oral proficiency
remains inconclusive. This raises questions about the pedagogical structure=
s of
eTwinning projects and whether they adequately prioritize oral language
development.
The insights derived from Valderrama Cabello
(2020) suggest that eTwinning, when integrated with CL=
IL
methodology, significantly enhances students’ engagement, digital
literacy, and cultural awareness. The didactic unit analyzed in the study
demonstrated a progressive approach to language learning, where students
gradually expanded their knowledge from their local environment to an
international perspective. This aligns with modern communicative approaches=
in
language teaching, which emphasize authentic interaction and contextualized
learning.
In addition, the data reported how innovati=
ve
teaching frameworks, such as the Teaching Labs at the University of Verona,
significantly contribute to the professional development of future language
educators (Battisti, Bonadonna, Dalle
Pezze, & Vettorel,
2023). By integrating interactive learning methods, digital technologies, a=
nd
experiential training, the program ensures that students acquire practical
skills and teaching strategies aligned with contemporary classroom
environments. The inclusion of these labs as a compulsory element within the
curriculum highlights their potential to standardize innovative practices in
teacher education.
The findings (Márquez Piedra, 2024)
suggest that while eTwinning projects offer valuable cross-cultural learning
experiences, their effectiveness in improving oral proficiency depends larg=
ely
on how they are designed and implemented. The lack of a structured speaking
component in the current project at EOI limits its potential for enhancing
students' fluency. In contrast, the previous project, which incorporated vi=
deo
recordings and real-time interactions, yielded more significant improvement=
s in
oral competence. However, the inability to obtain official recognition due =
to
the absence of a tangible final outcome raises concerns about institutional
evaluation priorities that may inadvertently discourage speaking-focused
initiatives.
Theoretical and=
Practical
Implications
The study by Valderrama Cabello (2020)
highlights the pedagogical value of technology-enhanced language learning,
reinforcing the need for ICT-driven approaches in foreign language instruct=
ion.
The theoretical implications suggest that digital collaboration platforms s=
uch
as eTwinning support the development of both linguistic and intercultural
competence, which are essential for global communication. From a practical
perspective, the study emphasizes the importance of structured lesson plann=
ing,
ensuring that CLIL-based activities promote both
language acquisition and cross-cultural exchange.
For Latin American EFL=
learners, implementing eTwinning could provide greater exposure to authentic
English communication, which is often limited due to geographical and
linguistic constraints. However, the success of this approach depends on
teacher preparedness, institutional support, and the availability of digital
infrastructure.
From a theoretical perspective, the program
aligns with constructivist learning theories, which emphasize active
engagement, reflective practices, and real-world application. Its focus on
blended learning and micro-teaching techniques reflects broader trends in
educational modernization that advocate for hands-on, technology-mediated
approaches.
Practically, the Teaching Labs model (Batti=
sti,
Bonadonna, Dalle
Enhance student engagement and instructional
adaptability through hybrid teaching models.
Build teachers’ confidence and
preparedness by providing realistic classroom practice opportunities.
Equip educators with digital and intercultu=
ral
competencies essential for navigating diverse learning environments.
The findings (Márquez Piedra, 2024)
highlight the need for a pedagogical shift in eTwinning projects to balance
written and oral communication skills. While written exchanges are valuable,
oral interaction is crucial for developing communicative competence. From a
theoretical perspective, this supports the argument that task-based language
learning (TBLT) and computer-mediated communica=
tion
(CMC) can be integrated into eTwinning projects to foster meaningful spoken
interaction. Practically, institutions should consider:
Incorporating real-time video conferencing
sessions to complement written exchanges.
Redefining eTwinning assessment criteria to
value language development processes over final deliverables.
Providing teacher training to ensure educat=
ors
can effectively facilitate oral practice in virtual exchanges.
Limitations of =
the
Reviewed Literature and Their Impact on Understanding the Topic
Limitations of =
This
Literature Review
While the literature highlights the pedagog=
ical
benefits of eTwinning and virtual exchange programs, certain limitations mu=
st
be acknowledged when considering their implementation across diverse
educational contexts. One of the most significant challenges is the time zo=
ne
differences between countries that would participate in classroom twinning
initiatives. Virtual exchanges require real-time interaction to maximize th=
eir
impact on language acquisition, yet students in different regions may strug=
gle
to coordinate synchronous meetings due to significant time discrepancies.
Additionally, class schedules vary widely
between educational systems, posing another barrier to effective collaborat=
ion.
School and university calendars differ not only in daily timetables but als=
o in
academic year structures, meaning that students in one country might be in =
an
academic break while their counterparts are still engaged in coursework. Th=
is
discrepancy could hinder project continuity and reduce student engagement,
particularly if participation relies heavily on scheduled synchronous
interactions.
Moreover, technological disparities may fur=
ther
limit equitable participation. Some institutions may lack the infrastructure
needed to facilitate virtual exchanges, particularly in regions where inter=
net
connectivity is unreliable or where access to digital devices is inconsiste=
nt.
As a result, students from less technologically equipped environments might
experience difficulty engaging in digital collaborations, potentially widen=
ing
the gap between participants from different socioeconomic backgrounds.
Another challenge is faculty preparedness f= or implementing technology-driven language learning. While research emphasizes= the benefits of ICT integration in foreign language education, many educators m= ay lack training in managing virtual exchange projects, designing engaging dig= ital assignments, or using interactive online platforms effectively. Without sufficient professional development, eTwinning initiatives may not achieve their full potential in enhancing linguistic and intercultural competence.<= o:p>
Lastly, an overreliance on written
communication has been observed in some eTwinning projects. While written
exchanges provide valuable opportunities for language practice and
intercultural learning, they do not fully address the need for oral profici=
ency
development, which remains a key challenge in non-English-speaking regions.
Future studies should explore strategies to increase real-time speaking
opportunities in virtual exchange programs, ensuring that students benefit =
from
authentic conversational practice in addition to written collaboration.
CONCLUSIONS
The findings of this literature review
highlight the potential of classroom twinning and virtual exchange models in
advancing English proficiency in low EF EPI-ranked countries. Research
underscores the effectiveness of digital collaboration, particularly through
eTwinning, in fostering language development, intercultural competence, and
student engagement. Studies indicate that structured virtual interactions
between EFL learners and native English speakers
enhance linguistic abilities, digital fluency, and cross-cultural awareness.
However, several challenges remain in ensuring the successful implementatio=
n of
classroom twinning initiatives.
One of the primary obstacles is scheduling
synchronous interactions due to time zone differences between participating
institutions. Additionally, curriculum variations and scheduling conflicts
limit students’ availability for real-time discussions. Unequal acces=
s to
digital resources further exacerbates disparities, particularly in regions =
with
limited technological infrastructure. Another challenge is the dominance of
written communication in virtual exchanges, which may not sufficiently addr=
ess
the need for spoken language practice, a crucial element of effective Engli=
sh
acquisition.
Addressing the
Limitations for Future Research
To mitigate these challenges, future resear=
ch
should explore:
Best practices for scheduling synchronous
interactions that accommodate time zone differences while maintaining
meaningful engagement.
Blended learning models that combine real-t=
ime
and asynchronous activities, ensuring flexibility while maintaining immersi=
ve
language experiences.
The impact of technological disparities on
student engagement in eTwinning projects, along with potential solutions for
equitable access.
Teacher training programs to equip educators
with digital competencies and pedagogical strategies necessary for effective
virtual exchange facilitation.
Innovative methods to increase oral interac=
tion
within virtual exchanges, ensuring that spoken fluency is prioritized along=
side
digital literacy and intercultural competence.
By addressing these limitations, future
research can enhance the effectiveness of eTwinning as a tool for global
language learning, ensuring that students—regardless of their geograp=
hic
location or technological access—can fully engage in and benefit from
virtual exchange programs.
Practical
Implications
The results of this study highlight several
practical applications for integrating classroom twinning into EFL curricula:
Universities should embed eTwinning-based
exchanges within teacher training programs, equipping future educators with
digital collaboration skills.
Educators should receive specialized traini=
ng
to facilitate virtual exchange projects, focusing on speaking proficiency a=
nd
cross-cultural communication.
Institutions must ensure technological supp=
ort
to reduce the digital divide, ensuring equal access to online language lear=
ning
resources.
By proactively addressing these challenges =
and
leveraging innovative virtual collaboration strategies, classroom twinning =
can
become a transformative tool in English language education, particularly in
regions where traditional language instruction remains inadequate. Implemen=
ting
structured, technology-enhanced learning experiences will not only bridge
linguistic and cultural gaps but also prepare students for global academic =
and
professional opportunities.<=
br
clear=3Dall style=3D'mso-special-character:line-break;page-break-before:alw=
ays'>
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/span>,
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