[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588919-105":59,"doc-detail-588919-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","enhancing-language-and-cross-cultural-competence-through-telecollaboration","ENHANCING LANGUAGE AND CROSS-CULTURAL COMPETENCE THROUGH TELECOLLABORATION","","An experimental study evaluates whether telecollaborative project work can strengthen students’ English foreign language skills and cross-cultural competence. In fall 2020, 56 Ukrainian and Spanish students collaborated virtually through a blog-based project on “Sustainable Development Today” using Google applications. Learners completed pre- and post-tests measuring language competence and cross-cultural competencies including willingness, flexibility, emotional regulation, tolerance of uncertainty, self-efficacy, and ethnocultural empathy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/enhancing-language-and-cross-cultural-competence-through-telecollaboration/588919/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/enhancing-language-and-cross-cultural-competence-through-telecollaboration/588919.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"The study determines whether telecollaborative project work enhances students’ foreign language skills and cross-cultural competence.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the students participate in the telecollaborative project?",{"text":117,"@type":113},"Students from Ukraine and Spain worked together during the 2020 fall term to create a blog on “Sustainable Development Today” using tools such as Classroom, Hangouts, Blogger, Drive, and Docs.",{"name":119,"@type":110,"acceptedAnswer":120},"How were students’ progress and competence measured?",{"text":121,"@type":113},"Students took pre-tests before the project and post-tests after completion, assessing English language competence and cross-cultural competence.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588919,1792191376,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","DOI: 10.20535/2410-8286.214539  \nENHANCING LANGUAGE AND CROSS-CULTURAL COMPETENCE THROUGH  \nTELECOLLABORATION  \nRicardo Casañ-Pitarch1 (Corresponding author), Miguel Ángel Candel-Mora2, Maria Luisa Carrió-Pastor3,  \nOlga Demydenko4, Iana Tikan5  \n1,2,3 Universitat Politècnica de València, Spain,  \n4,5Igor Sikorsky Kyiv Polytechnic Institute , Ukraine  \n[ricapi@upv.es](ricapi@upv.es)  \nThis paper presents an experiment which focused on determining if a telecollaborative project work would help enhance students’foreign language skills and cross-cultural competence. Students from Igor Sikorsky Kyiv Polytechnic Institute and the Polytechnic University of Valencia worked together during the fall term in 2020, in which 56 Ukrainian and Spanish students were engaged in atelecollaborative programme – 32 were master degree students at Igor Sikorsky Kyiv Polytechnic Institute, whereas the remaining 24 were bachelor engineering students at Polytechnic University of Valencia. Our students were engaged in a project work which consisted in the creation of a blog on the topic ‘Sustainable Development Today’. The tools used in this project were mostly Google applications such as Classroom, Hangouts, Blogger, Drive, and Docs. In order to measure their progress, students took pre-tests before the project started and a post-test after its completion. These tests focused on assessing learners’ language competence in English and also their cross-cultural competence. The language test used was designed by Cambridge University Press, whereas the cross-cultural test had been created by the Organizational Behavior Group (Piasentin, 2012) . The latter focused on learners’willingness to engage, cognitive flexibility and openness, emotional regulation, tolerance of uncertainty, self-efficacy, and ethnocultural empathy. As expected, the students who participated in this virtual exchange programme enhanced their competence on both foreign language cross-cultural competences by taking an active part in the telecollaborative project work.  \nKeywords: language; cross-cultural competence; telecollaboration; project work.  \nIntroduction  \nThe development of language seems to have close bounds with the development of cross-cultural competence and vice-versa. Culture is expressed with language, and language is the tool by which any culture is represented. Thus, it seems inevitable that students of a foreign language need to develop their cross-cultural competence in order to fulfil their learning process. The one and the other are inseparable parts of the same puzzle, and none of them can exist without the other.  \nResearchers such as Lawton (1975), Tang (1999) or Tomalin (2008) have previously suggested that languages are necessary to show and describe any reality; and realities involve cultural knowledge, behaviour, and skills. If there is no culture to represent, the language would neither have any reason to exist. Byram (1991) introduced a model of foreign language teaching which included the learners’ need for crosscultural development. Cross-cultural competence includes elements such as the expression of politeness, communicating behaviours, values, expectations, and perspectives. Foreign language learners need to absorb the cultural differences from the target language, and become aware of them in the practice. Rew et al. (2003, p.250) stated that “when individuals are conscious that people are different from one another, partly because of their cultural backgrounds, they are culturally aware”; and consequently, they can understand the other parts better and communicate more effectively.  \nCross-cultural competence enables students to interact both effectively and in a way that is acceptable to others when they are working in a group whose members have different cultural backgrounds, where‘cultural’ may denote all manner of features, including values and beliefs, their national, regional and local customs and, in particular, attitudes and practices that af","cbCainxwXGGhc8Iq","https://ap.wps.com/l/cbCainxwXGGhc8Iq","pdf",635141,"English","# Introduction\n## Background and interdependence of language and cross-cultural competence\n## Models and definitions of cross-cultural competence\n## Telecollaboration and technology-supported learning","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study determines whether telecollaborative project work enhances students’ foreign language skills and cross-cultural competence.\"},{\"question\":\"How did the students participate in the telecollaborative project?\",\"answer\":\"Students from Ukraine and Spain worked together during the 2020 fall term to create a blog on “Sustainable Development Today” using tools such as Classroom, Hangouts, Blogger, Drive, and Docs.\"},{\"question\":\"How were students’ progress and competence measured?\",\"answer\":\"Students took pre-tests before the project and post-tests after completion, assessing English language competence and cross-cultural competence.\"}]","ENHANCING LANGUAGE AND CROSS-CULTURAL COMPETENCE THROUGH TELECOLLABORATION | PDF",1792066194,25]