Impacts of the institutional Teletandem program on the learning of foreign languages at the Technical University of Cotopaxi, Pujilí extension

Resumen

Teletandem is a learning modality in which students from different linguistic and cultural contexts collaborate through digital platforms. It has evolved into an innovative alternative for foreign language education globally. That is why the aim of this investigation is to examine how do teachers' roles impact the effectiveness of the institutional Teletandem program at the Technical University of Cotopaxi. A qualitative approach was used. A semi structured interview was applied to both teachers and students. To analyze the data, thematic analysis was used in order to determine the common themes in the participant’s answers. Then, the triangulation method was used to compare the answers from the perspectives of teachers and students. The results show that in the Teletandem programs, the roles of the teacher are multifaceted and crucial in facilitating a productive tandem learning experience. Teachers serve as interaction facilitators, intercultural mediators, activity designers, goal setters, feedback providers, promoters of autonomy, adapters, and creators of a supportive environment. The effective execution of teachers' roles in the Teletandem program significantly impacts students' participation and engagement in interactions. The analysis of interviews conducted in Teletandem sessions has revealed that educators play a crucial role in preparing students for these interactions, guiding them in behavior, question formulation, and session navigation. However, there is variation in the approaches employed by educators, with some providing structured guidelines while others opt for more flexible methods. Furthermore, a disparity in the clarity and explicit delineation of learning objectives has been identified, influencing students' experiences internet.