Telecollaboration is used where limitations of time and place are eliminated to pave the way for global education while it provides learners with intercultural understanding and multilingual contexts where knowledge knows no boundaries. The present study aimed at running a telecollaboration course in order to realize what metacommunication devices (MCDs) proposed by Bahtina (2013) were utilized in the students’ interactions and what role English language played in this regard in a multilingual setting. The consequences of such instruction and the possible dilemmas were also taken into account. Therefore, 24 secondary school students from Turkey and Iran were non-randomly selected, grouped based on similar personality traits, and enrolled in a ten-session online course exchanging ideas and carrying out relevant tasks. As the results of the transcribed data of the videorecorded BigBlueButton and interviews revealed, MCD2 (development of a shared cognitive system) and MCD4 (development of a mechanism for dealing with misunderstandings), allotted 40% (maximally) and 11% (minimally) of the interactions, respectively. MCD1 (development of understanding and actions intended for a common goal, 29%) and MCD3 (development of linguistic understanding giving meaning to words, 15%), were the other two devices used in the interactions. English was the main medium of communication or lingua franca allotting 77% of the whole interactions. The results of this study might have promising insights for cultural understanding and language learning opportunities which could be a springboard for young learners who tend to pursue their academic studying overseas..

中文翻译：

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中学生多语言EFL远程协作中使用的元通信设备

远程协作用于消除时间和地点的限制，为全球教育铺平道路，同时为学习者提供跨文化的理解和知识不受限制的多语言环境。本研究旨在开展远程合作课程，以实现由Bahtina（2013）提出的元通信设备（MCD）用于学生的互动，以及英语在多语言环境中在这方面发挥的作用。还考虑了这种指导的后果和可能的困境。因此，非随机选择了来自土耳其和伊朗的24名中学生，根据相似的人格特质进行分组，并参加了一个十节在线课程，交流思想并执行相关任务。根据录制的BigBlueButton的转录数据结果和访谈显示，MCD2（共享认知系统的开发）和MCD4（用于处理误解的机制的开发）分别分配了40％（最大）和11％（最小）互动。MCD1（用于共同目标的理解和行动的发展，占29％）和MCD3（使单词具有含义的语言理解的发展，占15％）是交互中使用的其他两个设备。英语是交流的主要媒介，占整个互动的77％。这项研究的结果可能会为文化理解和语言学习机会提供有前途的见解，这可能是那些倾向于海外学术学习的年轻学习者的跳板。