Beyond Classrooms: High School Students’ Experiences with Digital Competence and English Language Development in Etwinning Projects
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DOI:
https://doi.org/10.52380/ijcer.2025.12.3.835Keywords:
eTwinning, digital competence, English language skills, language learning, student perspectivesAbstract
Abstract
This study explores high school students' perspectives on digital competence and English language skills in the context of e-Twinning projects. With the increasing integration of technology into education, digital competence has become a vital skill for students, especially in language learning environments. E-Twinning, as a European initiative promoting cross-border collaboration through digital platforms, offers a rich context for enhancing both digital and linguistic abilities. Adopting a qualitative research design, this study collected data from students who participated in e-Twinning projects across various high schools in Turkey. Data were gathered through semi-structured interviews and observations.The findings reveal that students perceived e-Twinning projects as highly beneficial for improving their English skills, particularly in speaking and writing, due to the necessity of real-life communication with international peers. Moreover, students reported significant growth in their digital literacy, including the effective use of online tools, collaborative platforms, and digital communication strategies. The results also indicate an increase in students’ motivation, cultural awareness, and confidence in using English in authentic contexts. Despite these benefits, some challenges were identified. It was noted that the projects were not always carried out under ideal conditions, with limitations such as inadequate technical infrastructure, issues with mobile compatibility, and challenges in time management. The study concludes that integrating e-Twinning projects into the language curriculum can significantly support students’ language development and digital skills. Recommendations are provided for educators and policymakers to facilitate more equitable and effective implementation of such projects in high school settings.
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