A phenomenological case study on Turkish EFL pre-service teachers' and facilitators' experiences and perceptions of transnational telecollaboration projects

This thesis investigates the perceptions and experiences of pre-service English as a foreign language teachers and facilitators after the integration of a transnational telecollaboration project on teacher identity formations. The study involved 51 Turkish pre-service teachers and 5 facilitators who participated in and conducted an eight-week-long telecollaboration project focusing on pre-service English teachers' identity formations in the scope of language and culture courses between Türkiye and the United States. The research addressed two primary questions: "What are the experiences and perceptions of telecollaboration projects on ELT pre-service teachers as future educators?" and "What are the facilitators' perceptions regarding the integration of telecollaboration projects?" Following the telecollaboration project, both groups of participants were interviewed to gather qualitative data. The findings revealed that most pre-service English teachers perceive telecollaboration positively, noting potential enhancements in intercultural communicative competence (ICC), technological proficiency, and linguistic skills, aligning with existing literature. Facilitators highlighted crucial stages for executing successful telecollaboration projects, emphasizing the importance of meticulous planning and management. Overall, the study underscores the potential of telecollaboration in enriching language teacher education and fostering essential professional skills in future language teachers.