Reference Data:
Takamine, K., & Petersen, J. (2026). Building Japanese students’ confidence and intercultural competence through COIL. In B. Lacy, M. Swanson, & H. Yoder (Eds.), LanguageS: Learning, Teaching, Assessing – JALT 50 Years – Challenges and Perspectives. JALT. https://doi.org/10.37546/JALTPCP2025-33
The purpose of this qualitative pilot study was to examine the potential of collaborative online international learning (COIL) between Japanese and Norwegian universities to enhance Japanese students’ English learning and intercultural competence. Over a period of four weeks, students engaged in asynchronous cultural exchanges through video presentations and peer feedback. Data included pre- and post-project questionnaires and reflective journals focused on students’ perceptions of English communication, anxiety, confidence, and intercultural awareness. Findings indicate that participation in COIL fostered enjoyment and created a supportive environment that functioned as a safe space for English practice. Students reported increased confidence in speaking and listening, reduced anxiety, and heightened motivation to engage in intercultural communication. Participation in the project also encouraged critical reflection on one’s own and others’ cultures, supporting the possible development of intercultural communicative competence. Although challenges such as uneven language development and logistical constraints were identified, the findings suggest that COIL supports preparation for global communication in diverse, non-native English contexts.
本研究は、国際協働オンライン学習（Collaborative Online International Learning：COIL）が、日本人大学生の英語学習と異文化理解能力に与える影響を検討したものである。日本とノルウェーの大学生が4週間にわたるビデオプレゼンテーションを通じて非同期型交流を実施し、学習者の振り返り記録とプロジェクト前後のアンケートを質的分析した。その結果、スピーキングとリスニングへの自信向上、異文化コミュニケーション意欲の高まり、他文化への相対的な視点の促進等、異文化コミュニケーション能力の発達の兆候が確認された。一部課題はあるが、COILの英語学習への有益性が示唆された。
