TELECOLLABORATIVE DEBATES IN ESP: LEARNER PERCEPTIONS AND PEDAGOGICAL IMPLICATIONS

This article reports on an empirical study analyzing the development and use of effective multimodal communication strategies to deliver a telecollaborative debate as core activity for upper-intermediate learners English Specific Purposes (ESP) from two far afield Spanish universities, one located in Gran Canaria other Valencia. The pedagogical project not only focused preparing conducting online through telecollaboration, but also developing communicative skills based discussion, argumentation, justification, critical thinking explanation using academic scientific language. Through pre-task post-task survey, results highlight, hand, that telecollaboration is experiential approach ESP necessarily has involve pragmatics within well-organized scenario and, other, this two-way collaborative task demonstrates debates are innovative engaging means exploring just content performance while simultaneously helping increase fluency foreign findings underline fact elements such motivation self-confidence variables influence learners’ both necessary research adequately given topic seeking efficient strategies.