The purpose of this study was to explore the perceived benefits of telecollaboration for Korean pre-service teachers of English. This study connected Korean pre-service teachers to American pre-service teachers. In a one-to-one relationship, each pair exchanged their weekly writings about the assigned topics over six weeks and shared their ideas. To explore the perceived benefits that the Korean pre-service teachers of English perceived and provide a rich description, this study focused on the five Korean pre-service teachers’ thoughts reflected in their reflective papers, their writings in the Google Sites, and the final reflection paper. Data were analyzed based on a qualitative approach using the content analysis. The results showed that the Korean pre-service teachers perceived that the online interactions with the target language speakers promoted their intercultural and linguistic competences as well as some affective domains such as confidence and motivation levels. Building upon the findings, this study provides significant pedagogical implications for instructional practices for the educators and researchers.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. Telecollaboration
    2.2. Telecollaboration in English as a Foreign Language (EFL) Contexts
3. METHOD
    3.1. Context and Participants
    3.2. Data Collection Procedure
    3.3. Data Analysis
4. RESULTS
    4.1. Intercultural Learning
    4.2. Language Learning
    4.3. Other Benefits
5. DISCUSSION
6. CONCLUSION
REFERENCES

• Se Jeong Yang(Department of Education, Counseling, and Leadership, Bradley University)