Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.8, No.10, 2017 182 eTwinning in Language Learning: The Perspectives of Successful Teachers * Ahmet Selçuk Akdemir Faculty of Science and Letters, Ağrı İbrahim Çeçen University, PO box 04100, Ağrı, Turkey E-mail: aselcukakdemir@gmail.com Abstract This study aims at investigating the effect of eTwinning, an innovative way of cooperative learning, on language teaching. A qualitative research design is preferred in order to explore the experiences of language teachers who have completed successful eTwinning projects. To this end, 7 ELT professionals (4 female, 3 male) from different cities of Turkey have been contacted on the Internet to share their experiences in a semi structured interview. The data was analysed descriptively to identify a) a general conceptualization of eTwinning in language learning and teaching settings, b) the advantages and c) the disadvantages of eTwinning from teachers’ perspective. The results have been discussed in the light of relevant literature. The paper ends with practical recommendations for teachers and researchers. Keywords: eTwinning, language learning, cooperative learning, ICT. 1. Introduction Learning a foreign language is no more seen as barely mastery of language skills. Contemporary approach entails intercultural competence which enables language learners become ‘intercultural speakers’ (Müller & Schmenk, 2017; Ping , 2017; Tudini, 2016). Communicative competence, includingdevelopment of personal and social competences, forms pedagogical implication of contemporary language learning perspective regarding the status of English as a lingua franca or an international language (Bayyurt, 2013). This paradigm has also been main focus of language learning for European countries as stated in the commitments of European Union (EU) (North, 2007). Several studies have shown that learners benefit from social interaction with others (Gillies & Boyle, 2008; Jilg& Southgate, 2017). The advances in technology have changed the quality and nature of language learning considerably. Today, Information Communication Technology (ICT) provides rich opportunities for language classroom reaching beyond merely use of offline computer devices or programs. School partnership projects and online collaboration activities are among novel opportunities of e-learning. This study aims at investigating the effect of eTwinning, an innovative way of cooperative learning, on language teaching. A qualitative research design is preferred in order to explore the experiences of language teachers who have completed successful eTwinning projects. 1.1 ICT in Language Learning The need for enhanced learning environment for especially young learners who are fully immersed in internet and computer technologies in daily life requires more input which cannot be provided with stereotypical classroom materials. As it is considered to be a change and innovation in education, ICT is a key concept for this purpose (Hlásná & Klímová, 2017; Tezci, 2009). Today the expansion of ICT in education is so common that ‘there can hardly be a country in the world which is not currently engaged in the process of introducing ICT into its education system’ (Tsitouridou & Vryzas, 2004). There are several ways of using ICT in language learning such as blogging (Bakar & İsmail, 2009), collaborative writing in wikis (Jimoyiannis & Roussinos, 2017), social networking (Aydın, 2012; Blattner & Fiori, 2009), mobile assisted language learning applications (Godwin-Jones, 2011; Kukulska-Hulme, 2009; Yang, 2013), virtual learning environments (Colomar & Guzman, 2009). ICT is in positive relation with learner autonomy (Klimova & Semradova, 2012), motivation (Bianchetti, Bocconi & Sarti, 2000) lifelong learning principles and diversity in learning process (Klimova & * The initial version of this study was presented at the 2 nd International Congress on Education, Distance Education and Educational Technology- ICDET on 05- 06 February, 2016 Antalya- Turkey.