Grammar instruction through multinational telecollaboration for pre-service teachers

Abstract Recognizing the importance of multinational telecollaboration and form-focused instruction in computer-assisted language learning teacher education, this article investigates teaching English grammar through a seven-week-long telecollaborative project with 41 pre-service teachers from United States (US), Poland, China. The was pedagogical intervention which US participants taught to their non-native-speaker peers. Specifically, study aimed trace teachers’ techniques applied communication-oriented context online exchanges responses instruction, forms attended exchanges, participants’ evaluations usefulness for grammar. Utilizing data emails results post-project survey, mixed methods reveals that (1) implicit technique modeling most frequently applied; (2) grammatical used both explicit reflected communicative orientation exchanges; (3) levels uptake (i.e. attempts follow models provided input), by learners, proficiency linguistic background; (4) reported positive opinions about value training. thus underscore benefits giving prospective hands-on experience teaching.