A Project Based Study on the Impact eTwinning has on Students’ Reading and Listening Abilities

Abstract: The main purpose of this study has been to see how students' motivation to learn a language, by working on an eTwinning project, can increase. The mixed-method study has been twofold and contains both qualitative and quantitative data. The quantitative data has been collected through the results of how the 134 participating students have performed in listening and reading comprehension, as well as qualitative data from the participating teachers in their evaluation of the work in the project. The results show a clear improvement in the students' hearing and reading comprehension scores. The findings of the study also indicate that collaborative learning processes that are embedded in an enhanced learning platform, such as eTwinning, are supportive and conducive to successful problem-solving which leads to successful language learning. The collaboration between students can be connected with the socio-cultural theorists Lev Vygotsky, John Dewey and George Herbert Mead's theories about how learning takes place in interaction with others and that by sharing knowledge it can be passed on to others and through the sociocultural approach, social actions act as an accelerator for learning and where students will learn from each other.