Résumé:
The present research attempts to investigate the use of code-switching in telecollaboration.
It initially aims at exploring whether code-switching is a helpful strategy
in the teaching-learning process generally and among/between teachers and their
supervisees specifically. Besides, it endeavors to know the reasons behind both teachers
and students’ use of code switching in both verbal communication and non-verbal
communication (i.e. in electronic writing). More than that, it attempts to know teachers’
and learners’ views and attitudes towards code-switching with respect to the topic in
question. To this end, the study adopts a set of research approaches and tools; it
employs the quantitative descriptive method that aims at getting valuable data from
teachers’ and students’ questionnaires. The sample of the present investigation consists
of fifty-two (52) Master two LMD students and thirty (30) teachers at the department of
English, 8 Mai 1945, Guelma. The emerging results confirm the main hypothesis which
implies that the use of code-switching in tele-collaboration would affect collaboration
between teachers and their supervisees positively; which calls both teachers and
students to be aware of the importance of tele-collaboration in the teaching-learning
process, without forgetting the big role of code-switching in facilitating and creating a
positive atmosphere for learners to collaborate and learn the foreign languages in an
effective way.