A Collaborative Online Learning Activity (COIL) Between Japan and United States of America on Culture and Language Studies
DOI:
https://doi.org/10.17507/jltr.1501.02Keywords:
COIL, language, culture, Japan, USAAbstract
This paper reports on the outcomes of a Collaborative Online International Learning Activity (COIL), conducted between a Japanese and an American university. Both schools gave their students a total of eight weeks of activity. Sixty students from two institutions participated in this study. During each week, students received various cultural topics to discuss, and students from both schools exchanged opinions on Zoom. The Social Networking Approach (SNA) (“3x3+3”) was used to assess students’ competencies: the three content realms contain (1) linguistic; (2) cultural; and (3) global social domains, and within each of these three domains, three different skills: (i) “Can Understand”; (ii) “Can Do”; (iii) “Can Connect”, that need to be developed in language education. Our findings show that Zoom Talk provided a positive experience for the students by facilitating connectivity among the participants. However, Japanese students were more confident in their “can understand” than “can do” skills whereas the American data was entirely positive, making determination difficult.
References
Anzai, Y., & Shimizu, H. (2022). Action Research of Collaborative Online International Learning Based on Educational Technology Theories. Proceedings of International Conference for Media in Education 2022. Retrieved February 1, 2023 from https://2022.icome.education/wp-content/uploads/2022/07/ANZAI22008-Yayoi-Anzai.pdf
Gokcora, D. (2021). Benefits of collaborative online international learning projects. Academia Letters. Retrieved February 5, 2023 from https://doi.org/10.20935/AL202
Ikeda, K. (2022). Effects and issues of COIL, a collaborative international learning with oversea students using ICT [ICT o katsuyo shi kaigai no gakusei to okonau kokusai renkei gata no kyodo gakushu “COIL” no kyokumkoka to kadai]. International Excahnge [Kokusai Koryu], 171, 20-25.
Munoz-Escalona, P., de Crespo, Z. C., Marin, M. O., & Dunn, M. (2022). Collaborative online international learning: A way to develop students’ engineering capabilities and awareness to become global citizens. International journal of mechanical engineering education, 50(1), 89-104.
Onorevole, V. (n.d.) FACT SHEET Virtual Exchange/COIL Partnerships. Retrieved February 10, 2023 from USJP-HEES-Findings-VECOIL-FactSheet.pdf (acenet.edu)
Rubin, J., & Guth, S. (Eds.). (2022). The guide to COIL Virtual Exchange: Implementing, growing, and sustaining Collaborative Online International Learning. Stylus Publishing.
SUNY COIL. (n.d.) Welcomoe! Retrieved February 5, 2023 from https://coil.suny.edu/
SUNY COIL Center. (n.d.). What is COIL? Retrieved February 5, 2023 from https://online.suny.edu/introtocoil/suny-coil-what-is/
Tohsaku, Y. (2013). NIPPON 3.0 no Shohosen [Prescription for Japan 3.0]. Kodansha.
Tohsaku, Y. (2017). Gurobaru shakai no tsunagaru nihongo kyoiku: sosharu nettowa-kingu apurochi [Connected Japanese language education in the global era: Social Networking Approach]. Journal CAJLE, 18. Retrieved February 6, 2023 from http://www.cajle.info/wp-content/uploads/2017/07/volume-18.001-020.pdf
Tohsaku, Y. H. (2021). Social Networking Approach: Language education for global citizenship. In Social Networking Approach to Japanese Language Teaching (pp. 1-17). Routledge.
Tohsaku, Y. H., Nazikian, F., & Park, J. (Eds.). (2021). Social Networking Approach to Japanese Language Teaching: The Intersection of Language and Culture in the Digital Age. Routledge.
