Creating a virtual "third space" in a telecollaborative project to promote English as a Foreign Language (EFL) learners' language proficiency and intercultural awareness

Underpinned by [Bhabha, H. K. (2004). The location of culture (2nd ed). Routledge.] conceptualizations of the "third space," this study is a qualitative exploration of an attempt to create an intervening telecollaborative "third space" for English as a Foreign Language (EFL) learners in a Taiwan university. Students were engaged in language exchange with foreign language learning peers in Australia and Aotearoa New Zealand (NZ) and critical reflection on their own cultural norms and values. Data consisted of summative and formative assessments documented in E-portfolios and reflective essays by EFL learners who participated in the telecollaboration. Findings showed that 97% of the EFL learners agreed that telecollaboration should be part of language exchange programs. Through the affordance of the "third space," EFL learners were able not only to practice the target language through interaction, but also to build their confidence by critically engaging with individuals from different linguistic and sociocultural backgrounds and expressing their thoughts and idea. The telecollaboration also enhanced EFL learners' intercultural knowledge beyond generic understandings attached to particular countries and nations. Implications for practice and suggestions for future studies are discussed.