This paper reports on results from a telecollaborative project in English language teacher education involving universities in southern Germany and Sweden. Student teachers were tasked with preparing for a team-teaching exchange in a Swedish primary / lower secondary school using Zoomas a telecollaborative platform in advance of the physical exchange. The paper focuses on the role of telecollaboration in fostering and developing notions of intercultural competence as defined by UNESCO (2013) and digital literacy in the EFL classroom based on Dudley, Hockly and Pegrum (2022), at primary and lower secondary levels. Both the German and Swedish teachers were in the second and third terms respectively of a state-sector teacher training degree programme. 12 student teachers from Germany (primary and lower secondary) and 12 Swedish secondary teachers met initially in Zoom to acquaint themselves with each other and discuss similarities and differences in English teaching in their respective school systems prior to the physical exchange in Sweden. Results from a Google forms questionnaire distributed at various points before, during and after the exchange point towards the value of telecollaboration in ‘priming’ student teachers with the requisite intercultural perspectives in order to derive maximal benefit from international teaching exchanges

This paper reports on an evaluation of a workshop to introduce dictogloss procedures to a group ofstudent EFL teachers using classroom response system (CRS) tools in a high-tech learningenvironment. Response tools allow students to interact anonymously with the projector/interactivewhiteboard (IWB) using their own devices (computer, tablet, smartphone etc) not only synchronouslyin the classroom but also remotely and asynchronously. For shyer, more introverted studentsreluctant to participate orally in the lesson, interaction via their own mobile devices permits analternative avenue towards a more active participation in classroom lessons. The response tool usedwas Wooclap which was fully integrated into the students’ Moodle VLE. Dictogloss is a well-established listening comprehension activity based on dictation in which a short text read to learnersis re-constructed and reformulated in pairs. The activity permits a focus on linguistic form withinthe context of a communicative classroom. Results from the three response tasks indicated a highlevel of involvement and response among the student teachers.

This paper reports on a joint pilot study project between two universities in Ecuador and Sweden to develop a practical working framework for the evaluation of each respective institution’s online/blended courses in English for Specific Purposes (ESP). The basis for the evaluation is the Conversational Framework (Laurilland, 2012), later developed in the form of a MOOC course in online and blended learning. This course is offered by the Future Learn social learning platform, which offers a large variety of online courses from a consortium of universities worldwide. The teaching and learning of ESP is characterised as the development of learner concepts and practice through interaction between the instructor and learner peers through collaboration and interaction. The learning process in ESP is envisaged using the Conversational Framework in terms of six basic learning types: acquisition, collaboration, discussion, inquiry/investigation, practice, and production. Our work reports on the process of assessing each other’s online courses in terms of the extent to which opportunities are provided for students to engage in these learning types. Results from this pilot study suggest that the Conversational Framework can provide a simple, robust, and transparent basis for the initial evaluation of online courses.

This paper examines learners’ perceptions of using Moodle books in theonline course module Contemporary society: conflicts and consensus at Casa GrandeUniversity, Ecuador. It describes how learners perceived the use of Moodle books in48-hour English content based courses. Courses were designed for final year studentswith a B2 English proficiency level according to the Common European Frameworkof Foreign languages (CEFR). The learners used Moodle books to access contentorganized and programmed in six thematic units according to the course learningobjectives. Learners used content to access reading material and complete tasksplanned synchronously and asynchronously. Learners responded to a post coursesurvey in courses that ran from 2020 to 2021. The purpose of the survey was toknow how learners perceived the organization, functionality, and effectiveness ofMoodle books when accessing hyper-texted content, multimedia resources, anddigital tools for content management, communication, and interaction in onlinecourses for English for Specific Purposes (ESP).

This paper presents the outcomes of a short intercultural exchangeproject involving pre-service English as a Foreign Language (EFL) teacher trainingestablishments in Sweden and Israel. The project comprised three online meetingsrecorded in Zoom in which student teachers gave feedback on each other’s projectassignments involving lesson planning and the use of spoken English in theclassroom. The sessions were moderated by a highly experienced teacher trainerwith contributions from other teacher trainers in the institutions involved. Withrestrictions imposed on physical meetings and student mobility by the Covid-19pandemic, the exchange helped to shed light on a number of perennial issues inEnglish language teaching methodology and offers a feasible model for futuresustainable virtual exchanges in EFL teacher training.

The focus of this paper is placed on the reflective process of inquiry of pre-service teachers and theirinstructor in Sweden during geographically distant placement in Tanzania and Kenya. A detailedexamination of instructor’s reflection on the provision of virtually-afforded feedback and pre-serviceteachers’ reflections on their teaching feedback, the technologically-afforded recording media, andthe teaching inquiry and knowledge generation is conducted. The data are explored qualitativelythrough the analysis of focus group interviews and an online questionnaire. A new insight is providedthat extend beyond placement schools and raises the need for further longitudinal studies in ActionResearch with alternative technological media.

In recent years, schools, municipalities, and universities have madeincreasing use of educational technologists (edtechs) to support teaching staff inthe delivery of technology-based courses in face-to-face, blended, or purely onlineformats. This paper is a case study focusing on the types of training and supportprovision provided by three edtechs within the arts and humanities faculty of a largeprovincial university in southern Sweden. The edtechs also identify a number ofobstacles in the way of developing Information and Communication Technology(ICT) and computer assisted language learning expertise among teaching staff.

With the availability of portable and relatively inexpensive audiovideo recording devices in the form of iPads and other mobile technologies in combination with increasing bandwidth, the remote observation and training of pre-service EFL student teachers without the physical presence of a tutor in the classroom is now a viable proposition. This paper reports on a novel initiative to provide remote feedback to a group of primary EFL pre-service teachers on teaching practice placement in Africa from a tutor based in Sweden via iPad minis and the training institution’s Moodle virtual learning environment. The feedback was assessed in relation to the Cambridge English Teaching Framework. Results suggest that the combination of recorded audiovideo material during the pre-service teachers’ teaching practice and Moodle feedback from the remote tutor can provide a valuable basis for tutorial support, formative assessment, and reflection for student EFL teachers on teaching practice.

The current study investigates the role of iPad-mediated recordings as culturally enacted artifacts in generating affordances for constructive feedback on pre-service teachers teaching practice, self-reflection, and evaluation and enacting a path to guide pre-service teachers in becoming part of the epistemology of the teaching practice. A group of Swedish pre-service teachers embarked on a teaching practice placement in Tanzanian elementary schools where they documented their teaching practicum experience using iPad minis. Pre-service teachers then selected specific parts of the videos and uploaded the content on the university's Moodle VLE site. The recorded sessions formed the primary mechanisms through which an experienced instructor offered pre-service teachers constructive feedback. Specific guidelines and training on the four indicated lesson elements that pre-service teachers needed to upload were provided prior to this practical teaching experience. Results indicate that the feedback strategies focused primarily on pre-service teachers' planning and actual teaching practice.