Challenges and Opportunities of COIL for Foreign Language Education

Abstract

This study explores potentiality of Collaborative Online International Learning (COIL), based on Action research. The COIL was conducted in Academic English classes at a Japanese university and a Japanese as a Foreign Language (JFL) class at an American university in April, 2022. Theoretical frameworks include Transactional Distance, Interaction, Social Networking Approach, and Social Emotional Learning. The utilization of COIL has increased substantially among language teachers, and there are many reports on their practices.  However, studies of the outcomes of COIL based on educational theories are scarce. This qualitative study was guided by Action research theory with the observation of Japanese (n=35) and American (n=6) students in the process of the COIL project and used the students’ and the teachers’ reflections. The results revealed psychological issues and instructional design issues. However, there is a huge potential for preparing for active personnel in a globalized online society.