This article suggests a blend of task-based learning TBL model (sequenced tasks that involve the learners in goal-oriented communicative activities) and technology-assisted instruction to enhance EFL learnersâ€™ intercultural communicative competence. The resulting synergistic approach can provide a methodological framework to the nascent collaborated forms of online learning in the context of global higher education. As a point of illustration, the article reports a COIL project of teachers and students from Morocco and the US. The analysis and discussion of this internationalized learning project show that the cooperating students have bolstered their cross-cultural critical competence. They had the opportunity to (re)construct their knowledge, decenter themselves and promote social learning and scaffolding. Moroccan students, however, seem to have gleaned the most benefits. Since all collaborative interactions were done in English, they had the chance to use English genuinely and meaningfully in intercultural scenarios.
Keywords: Technology, Intercultural competence, COIL, Internationalized learning