Examining EFL students’ pluricultural and plurilingual development during intercultural virtual exchanges between Colombia and Germany

Abstract

This study examined intermediate students English as a foreign language (EFL) perception of their plurilingual and pluricultural competence, via online interaction and mediation through a virtual exchange project. Virtual exchanges are a means for inter- and intracultural development, language proficiency, and personal growth and transformation. Results of pre- and post-project questionnaires, as well as surveys, show shifts in cultural knowledge construction, adaptation to novel social co-participation situations, and recognition of the need for cultural awareness. Pedagogical implications for both the classroom and the implementation of virtual exchange projects are discussed.