Telecolaboración y competencia comunicativa intercultural en la enseñanza-aprendizaje de ELE: un proyecto en educación superior.

This article evaluates the results of a telecollaborative project in higher
education by analysing the perceptions about intercultural communicative competence (ICC)
of participants, learners of Spanish as a foreign language (SFL) and trainee teachers from two
different universities. A virtual exchange was carried out through video communication using
five collaborative tasks during the first semester of the academic year 2020-2021. An action
research methodology was followed in this descriptive and inferential correlational study.
Evidence was collected through questionnaires to find out and assess whether participants perceived improvements in their ICC after the intervention. Correlation statistics appropriate
to the level of measurement of the variables were carried out to determine the degree of
relationship and the level of significance between participants’ opinions before and after the
telecollaborative experience. The results suggest that after the telecollaboration SFL learners
showed favorable opinions about their intercultural competence when interacting with native
speakers of the target language and that trainee teachers perceived improvements in their
cultural knowledge, intercultural skills and attitudes.