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Dr Carolin Fuchs

Education: PhD in English Studies

Affiliation: Northeastern University, USA


College of Social Sciences and Humanities

421 Meserve Hall

360 Huntington Ave.

Boston, MA 02115


Phone: +852-3442-8209

Fax: +852-3442-0288





Carolin Fuchs’ primary research interests focus on telecollaborative and technology-mediated language learning and teacher education. She has conducted online projects since 1999, and her collaborations have included institutions in China, Cyprus, England, Germany, Japan, Poland, Spain, Taiwan, Turkey, South Africa, and the United States. Her work focuses on computer-mediated communication and negotiation, multiliteracies, language play, intercultural learning, social media, networked technologies, and online teaching and instructional design. Currently, Carolin has explored massive open online courses (MOOCs), with a special focus on language MOOCs (LMOOCs). She was invited to join a team from the German Department at the University of Pennsylvania to collaborate on their LMOOC Auf Deutsch. Her most recent work analyzes how student language teachers perceive their progress in beginning LMOOCs against the backdrop of Pegrum’s (2009) multiliteracies and Egbert, Hanson-Smith and Chao’s (2007) optimal conditions for language learning. Prior to joining Northeastern University, USA, Carolin was Lecturer in the TESOL/Applied Linguistics Program at Teachers College, Columbia University, in New York City. She also worked at the Middlebury Institute of International Studies at Monterey, the Pennsylvania State University, University of California at Berkeley, and at the Zentrum für Medien und Interaktivität (Center for Media and Interactivity) at the Justus-Liebig Universität Giessen/Germany.

Selected Publications

Fuchs, C. (2006). Computer-mediated negotiation across borders: German-American collaboration in language teacher education. Frankfurt: Peter Lang Europäischer Verlag der Wissenschaften.
Fuchs, C. (2009). Digital natives and their self-rated electronic literacy skills: Empirical findings from a survey study in German secondary schools. In R. Oxford & J. Oxford (Eds.), Second language teaching and learning in the net generation (pp. 31-52). Honolulu: University of Hawai’i, National Foreign Language Resource Center.
Fuchs, C., & Akbar, F. (2013). Use of technology in an adult intensive English program: Benefits and challenges. TESOL Quarterly, 47(1), 156-167.
Fuchs, C. (2016a). 'Are you able to access this website at all?' – Team negotiations and macro-level challenges in telecollaboration. CALL Journal, 29(4), 1-17.