Exploring EFL Teachers’ Competencies in Synchronous Telecollaborative Intercultural Communication Platforms

Abstract

The purpose of this qualitative study was to explore how the competencies required of EFL (English as Foreign Language) teachers to foster collaboration in synchronous language classes can be developed. More precisely, the aim of the study was to deepen the understanding of teachers’ competencies in technology and intercultural communications as applied to their online teaching. The researcher conducted this study at Taif University, a government university in the Kingdom of Saudi Arabia, over the course of 8 weeks. The researcher utilized a design-based research approach. In this approach, the researcher recruited 14 EFL teachers, who provided qualitative data via reflective journals, educator videos, personal learning videos, discussion boards, and artifacts and videos from group activities. The major themes that arose from the data analysis included (a) knowledge on body language, posture, and gesture; (b) awareness on the cultural background of the students; (c) knowing the importance of when to use different types of communication; and (d) emphasizing the need for culturally sensitive communication. The thesis discusses these themes in conjunction with the data found through a strategic search of relevant literature.