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This Special Issue of CALL aims to contribute to the existing scholarly work in computer-mediated communication (henceforth, CMC) by further exploring the intertwined notions of interculturality and identity as developed in different technologically enhanced foreign language (L2) 1 teaching contexts. The glue that binds the articles presented here is the prominence given to the analysis of the interaction produced and negotiated by L2 learners, tutors, mentors and other participants in virtual environments, which is taken as a fruitful source for researchers to discover the main traits of the students’ identities (Block, 2014, De Costa & Norton, 2016; Norton, 2016) and the relationship between their discourse and their social and cultural practice (Machart, Lim, Lim, & Yamato, 2013).

Previous literature on CMC and its effects on the L2 classroom suggests that this type of interaction, both in its synchronous and …