Kaori Takamine
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Poster Session Virtual Exchange in Supplementing Study Abroad more
Study abroad (SA) is traditionally seen as the most effective method for language and cultural learning, yet it faces challenges like language barriers, cultural misunderstandings, and social integration issues (Borràs and Llanes, 2019; Lee and Song, 2019). Students often struggle to engage socially and form friendships, leading to loneliness (Alghamdi and Otte, 2016). Virtual exchange (VE) offers authentic language practice and intercultural interaction (Helm, 2010; O’Dowd, 2016). This pilot study explores VE's potential in complementing SA for international students in Norway learning Norwegian as a second language (N2), paired with native Norwegian speakers for online interactions. The focus is on enhancing intercultural competence: What are the perceived benefits of participating in VE while studying abroad? A qualitative approach involved five N2 and five Norwegian students in a three-week online project. Data from post-questionnaires and interviews revealed varied experiences. Two N2 students reported positive outcomes, citing effective communication and strong relationships that enhanced cultural understanding and motivation. Conversely, one N2 student experienced minimal gains due to poor communication and partner disengagement. The study highlights the importance of quality interactions in VE for successful intercultural learning and its potential to supplement SA, despite its small-scale limiting generalizability
Presentation Building Confidence in English Communication: The Role of Asynchronous COIL for Japanese Students more
Collaborative Online International Learning (COIL) has been widely applied since the early 2000s, connecting students across countries to collaborate on projects. This study examines two key questions: (1) How can COIL help Japanese students build confidence in speaking and communicating in English? (2) How can COIL address the difficulties Japanese students perceive in learning English? A pilot program using asynchronous interaction to accommodate time zone differences was implimented. Convience sampling was used with both researchers teaching one class of 32 first-year Japanese students and one class of 10 first-year Norwegian students (CEFR A2–B1). Both classes collaborated in an online exchange via LINE OpenChats where they shared video presentations, peer feedback, and work revisions. The project aimed to simulate real-world global communication by encouraging students to engage in thoughtful, self-paced discussions rather than immediate exchanges. Mulitple surveys and twice-weekly reflections provided data that revealed student’s positive experience by self-reporting increased confidence, engagement, and motivation. Many found asynchronous interaction less intimidating than live discussions. Findings suggest that COIL fosters meaningful international collaboration, enhances learner autonomy, and mitigates language learning challenges in diverse educational settings. Asynchronous formats may offer an effective alternative to synchronous exchanges, particularly for learners with lower confidence levels.
