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Using O’Dowd and Ritter’s (2006) Inventory of Reasons for Failed Commu nication in Telecollaborative Projects as a barometer, this article details the considerations and procedures followed in a task-based, asynchronous email telecollaboration project between EFL (English as a Foreign Language) learners in Japan and Chile. In a climate where current research surrounding telecollaboration continues to gravitate toward the dual foci of intercultural communicative competence and multimodal technology, this article exemplifies how the adoption of a task-based framework can greatly assist the induction of beginner-level EFL students into a telecollaborative learning environment. It also encourages EFL and ESL (English as a Second Language) teachers throughout the world to seek task designs that will help them do the same. The project experienced its share of logistical and technical challenges but by adopting the currently unconventional stance of designing tasks that highlight individual identity and downplay cultural identity the project appeared to minimize intercultural tension, unmanageable levels of incomprehensibility and inability to arrive at task outcomes. Utilisant l’article de O’Dowd et Ritter (2006) Inventory of Reasons for Failed Communication in Telecollaborative Projects comme barometre, cet article decrit en detail les considerations et les procedures d’un projet de telecollaboration asynchrone, par courriel et base sur les tâches entre des apprenants d’anglais langue etrangere (ALE) au Japon et au Chili. Dans le climat actuel ou la recherche portant sur la telecollaboration continue a se tourner vers la competence communicative interculturelle et la technologie multimodale, cet article demontre les bienfaits significatifs d’adopter un cadre base sur les tâches pour accueillir les eleves debutants en ALE dans un milieu d’apprentissage telecollaboratif. L’article encourage egalement les enseignants d’ALE et d’ALS partout au monde a rechercher des tâches qui les aideront a en faire autant. Le projet a connu sa part de defis logistiques et techniques, mais en adoptant la position originale de concevoir des tâches qui soulignent l’identite individuelle et diminuent l’identite culturelle, il semble avoir minimise la tension interculturelle, l’incomprehensibilite et l’incapacite a arriver aux resultats voulus. This article reports on a task-based telecollaboration project between beginner-level EFL learners in Japan and Chile. The report is written from the perspective of the teacher of the Japanese class, respecting that the Chilean

Reflecting on the Japan-Chile Task-Based Telecollaboration Project for Beginner-Level Learners