This presentation will describe a virtual video-exchange project between students in Japan, China and Spain. In scheduled English classes, students in each country formed small groups to collaborate on producing short videos on the UN Sustainable Development Goals, with a particular focus on the use of technology in attempting to achieve the goals. They wrote a script, either took original photographs and videos or acquired copyright free materials, recorded a narration of their scripts, and added background music and or sound effects to create an original video. The videos were then made available to all students in each of the participating countries. As a means of promoting intercultural communication (Byram & Wagner, 2018), feedback was provided via a rubric created for the project and the videos were re-edited using the feedback received from domestic and international peers to make improvements before final submission for grading.

The presentation will present examples of the videos produced by students and the results of data collected through pre- and post-project questionnaires, comments in the feedback rubrics, and reflections of the project which students wrote after the project was completed. In order to make meaning of the task before them and transmit that meaning through multimodal digital artefacts, students needed to find ways to negotiate communication with one another in this intercultural environment. Using the students’ own words, I will examine the strategies used by them to develop language skills, digital literacy skills (Kern, 2021) and intercultural communicative competence.