Prospective Teachers’ Foreign Language Learning Experiences in an Etwinning Project

This study explores the contributions of the eTwinning project entitled “Step by Step Foreign Language Learning” to prospective teachers’ foreign language use, digital competence, and intercultural learning experiences. The study was designed as a qualitative case study and conducted with 33 prospective teachers from Türkiye and Italy. The project was implemented through a series of collaborative online activities, including introductory tasks, letter writing, logo design, video production, online meetings, and podcast creation in international groups. Data were obtained from student products developed during the project process and from an end-of-project evaluation form. The data were examined through a descriptive approach, focusing on participants’ reported experiences and the learning processes reflected in the project outputs. The findings suggest that the project provided a supportive environment for using English in more authentic and interactive contexts. Participants reported improvement particularly in speaking, writing, self-confidence in language use, digital skills, collaboration, and engagement in the learning process. The project also appeared to encourage intercultural interaction by bringing together prospective teachers from different countries around shared tasks and communication opportunities. Overall, the study indicates that eTwinning-based practices may offer a meaningful and practice-oriented context for supporting foreign language learning and broader educational competencies in teacher education. It is suggested that similar collaborative digital projects more widely be considered in foreign language teaching and teacher education contexts.[