APVEA25

This study investigates how task type and interaction during intercultural telecollaboration influence learners’ emotional reactions. Drawing on data from three subsequent bilingual VE initiatives conducted between 2018 and 2022. The research examines the impact of five communicative task types on participants’ affective responses and their willingness to share personal information. Emotional variables, including anxiety, comfort, and enjoyment, were measured through single-item questionnaires administered after each task and session to capture participants’ perceptions of the tasks and their foreign language interactions. In addition, participants’ individual levels of foreign language anxiety (FLA) and self-disclosure (SDS) were measured before the project, allowing for the inclusion of the individual dimension in relation to contextual perceptions. Findings reveal that task design plays a crucial role in shaping participants’ emotional experiences. Tasks involving greater opportunities for SDS, such as free conversation and opinion exchange, fostered increased comfort and enjoyment, supporting the development of social bonds and more positive perceptions of foreign language communication. In contrast, tasks requiring higher cognitive or performative effort, such as role-plays, were more likely to elicit anxiety. Across projects, students reported progressive reductions in FLA alongside improved self-perceptions of communicative ability, underscoring the importance of agency and social interaction in VE contexts. It suggests that well-designed tasks in telecollaboration, through the online intercultural practice they provide, not only enhance affective experiences but also foster more confident and effective foreign language communication.