Telecollaborative Writing within an Algerian EFL Context: Insights from the Ibunka2019 Project

Following a case study research design, the present paper reports on a crosscultural project (called Ibunka2019), in which the author monitored his English as a Foreign Language (EFL) writing classes. The project is an emailbased exchange among learners of English from six countries (Algeria, Brazil, Indonesia, Japan, Taiwan, and the Netherlands). For data collection, the Algerian participants’ emic perspective was accessed via their selfreports, gained by a postproject online survey; besides, their messages produced as well as the discussions with them during and after the project made valuable retrospective data for the present study. Particularly, the study discusses the merits of the project relative to the writing module, manifestations of learner autonomy, and the challenges encountered. Moreover, it tackled other relevant issues, namely the integration of interculturality, EFL learner mindset, and lingua franca perspective. This study adds to the scarce literature within the Algerian context on telecollaborative EFL teaching and learning