Zooming across cultures: Can a telecollaborative video exchange between language learning partners further the development of intercultural competences?

In the context of learning a second language, the passing on of cultural information as a means to further the development of intercultural competences is primarily viewed as being unidirectional—the “native‐speaking culture” passing on information to the language learning student. However, in EFL (English as a foreign language) environments, the most relatable cultural norms available to the learners tend to be those associated with their homeland—the place they presently reside. As such, teaching language learning students using a unidirectional cultural frame ignores the wealth of cultural knowledge that such language learners possess. Offering cultural exchanges between groups of different language learners is one way to facilitate cultural learning in a bidirectional manner. In this study, 11 university students, six Japanese and five Taiwanese, took part in a cultural exchange project using the videoconferencing application Zoom. Findings from the data suggest that such telecollaborative video activities are mutually beneficial for exchanging local cultural information. We conclude that such exchanges develop intercultural competences via increased verbosity, the application of polite language, and of the utmost importance, by building interpersonal relationships. For language teachers who ascribe to a belief in the value of intercultural exchanges, applications like Zoom open up avenues for student interactions that are real, meaningful, and culturally rich. The Challenge During challenging times, restrictions on movement close some opportunities but may open up other avenues of research with the help of telecollaborative tools. Could such tools be a global key for language learning students to further the development of their intercultural competences? In this small project, we used Zoom as a tool to connect Taiwanese and Japanese students in the hopes of fostering a mutually beneficial intercultural exchange. The study examines the students' telecollaborative discourses for clues as to how intercultural competences might develop when students are given the opportunity to share their own local cultural knowledge with one another.