PROJECT DEFENSE

Fostering Communicative skills and Foreign Language Learning Motivation through

Collaborative Online International Learning (COIL)

Thesis Defense

March 11th 2024

Chapter 1

Introduction

Chapter 1: Background

Foreing Language Learning Motivation (Dörnyei & Schmidt Richard, 2008)

• Bilingualism + intercultural competence
• Traditional Methods: factor to low learning motivation for new generations
• Minimal opportunities for authentic use of the target language
• Need: Innovative methods

• Authentic Learning (AL)

• In the United States (U.S.) The role of world languages in internationalizing college campuses has become a recurring theme of discussions in the academic, government, and private sectors. (Plough, 2016).
• Wisconsin standards for languages. (Stanford Taylor, 2019)
• AL: Students' target language knowledge for real communicative purposes (Ozverir, Vanci, et al., 2017).
• COIL = Authentic Learning experience

• ¨Language learning motivation involves a combination of internal and external factors that influence a learner's decision to pursue language learning and their level of commitment and effort in the learning process¨
• Need: Make language classes dynamic. & Provide attractive scenarios for students to familiarize themselves with the target language culture.

GAP: Very little research/projects has been done on COIL with Spanish as a language of instruction in college settings in the U.S.

Figure 1. Five Cs Representation Adapted from: National World-readiness Standards for World Languages and the Wisconsin Standards for World Languages (adapted from The National Standards Collaborative Board, 2015, p. 28).

What COIL is and how it differs from traditional teaching methods?

Progression of COIL

4-14 COIL Week module

Figure 1. Progression of COIL “Online.Suny.edu” by Suny 2020, retrieved from https://online.suny.edu/introtocoil/suny-coil-what-is/

Problem Statement

• Minimal research has been conducted on the effects of COIL on language learning motivation and communicative skills in Spanish as the language of instruction.

• More research is required to discover the impact of this attractive and authentic approach (COIL) on a Spanish as a foreign language college course.

• More ideas and strategies for college instructors are needed to support students’ foreign language learning motivation, communicative skills, and intercultural competence in Spanish course scenarios.

The purpose of the project

The purpose of this project was to design a four-week unit for Spanish language college instructors to integrate Collaborative Online International Learning (COIL) into their Spanish courses in order to foster such 21st-century skills as communication skills in the target language and lifelong learning attitudes, language learning motivation, and intercultural competence, as well as to provide Spanish learners with real-contexts, and authentic and innovate learning opportunities.

Guiding Questions

How can a COIL program increase student learning motivation?

What kind of activities should Spanish language college instructors include in a COIL experience to motivate their students and boost their communication skills?

How can Collaborative Online International Learning be implemented in a Spanish as a foreign language course?

Chapter 2

Literature Review

Chapter 2- Literature Review

Information and Communication Technology (ICT) in education.

Authentic Learning

Authentic Learning (AL) in Foreign Language Learning.

Information and Communication Technology (ICT) in Foreign Language Learning.

Collaborative Online International Learning (COIL)

Communicative skills in foreign language learning &Foreign Language Learning Motivation.

Collaborative Online International Learning in Foreign Language Learning.

Authentic Learning (AL)

• Enable students to develop knowledge that transfers to real-world practice (Herrington et al., 2014)
• Mimic real situations that foster 21st-century skills. (Herrington, 2000)
• Challenging Realistic learning tasks. (Polly K et al., 2017)
• Facilitates interaction and engagement. (Gurjar, 2020)
• Authentic communication. (Thomas & D, 2000)
• Self-regulation (Rees et al., 2019)
• Technology involvement (Herrington et al., 2014)

AL in foreign Language learning.

• Provides opportunities for learners to use the target language in meaningful and authentic contexts. (Herrington et al., 2014)
• Vocabulary acquisition - Virtual word experience. (Hsiao, 2017)
• Target Language skills improvement - Ss collaborate in the project's development and discussions. (Osam et al., 2017)
• AL environment affords to put knowledge (foreign language) into practice in the real world.

Information and Communication Technology (ICT) in education.

• Provides new learning opportunities for a generation that has grown with technology at their hand. (Masterson, 2020)
• COVID 19 - Pandemic - Alternative (García-Molina & Palacios-Hidalgo, 2022; Masterson, 2020; Tartavulea et al., 2020)
• There is a need for more teacher training and enhancement of technology literacy since most educators were unprepared and caught off guard. (Palacios-Hidalgo, 2022).
• Many students do not know how to use it for Academic purposes but for entertainment (Oncu & Cakir, 2011)

ICT in Foreign Language Learning.

• It enables teachers and students to become more culturally aware. (Masterson, 2020)
• Improves students' achievement: virtual environment VS traditional learning. (Arnó-Macià, 2012)
• Implementing this digital tool generated 82.76% of students more motivated to learn a second language using gamification. (Norman et al., 2020)
• Augmented Reality (AR) on second language acquisition VS book-based = Reading and listening skills had the best impact. Pataquiva et al. (2022)
• Students and faculty - collaboration, digital literacy, cultural awareness, motivation, autonomy. (Appiah-Kubi & Annan, 2020a)
• Content curation process: audience, purpose, and topic + feedback and discussion (Aguilar-Peña et al., 2022)

Collaborative Online International Learning (COIL)

• Cultural awareness. (Hackett et al. 2023)
• Collaboration. (Katre, 2020)
• Global Skills. (King, 2019)
• Leadership skills (Appiah-Kubi & Annan, 2020)
• Research skills. ( Wimpenny & Orsini-Jones, 2020)
• Communicative Skills (Rubin & Guth, 2015)
• Digital literacy (Rubin & Guth, 2015)
• Real-world problem-solving skills (Chie Fujikake, 2020)
• Engagement: opportunities for active participation. (King, 2019).

COIL in Foreign Language Learning.

• Language development and intercultural knowledge (Ceo-Di & Diane, 2016)
• Authentic communication with native speakers and practicing the target language in real-context scenarios. (Nishio et al., 2020)
• Language Learning Motivation (Chie Fujikake, 2020) (Vahed, 2021)
• Engagement: opportunities for active participation. (King, 2019).
• Language Learning autonomy (Chie Fujikake, 2020)
• Foreign language skills and multicultural competencies (Simone et al., 2023)

Communicative skills in foreign language learning

• The communicative competence needed for interaction includes not only grammatical competence but pragmatic competence as well since learners interact with other speakers to make meaning in real contexts. (Savignon,2017)

• Second-Language teaching, a communicative perspective is seen as the language in context, including the knowledge of grammar, and vocabulary, to know when and where to use that knowledge and with whom (an authentic communicative situation)(Martinez,2008)

Foreign Language Learning Motivation.

• Scenarios where Ss can practice the language,and activities that help students reduce the affective filter (Krashen, 1985)
• Intrinsic motivation (Buckledee, 2008)
• Extrinsic motivation (Rochelle et al., 2010)
• Students needs and interests
• Making language classes dynamic and providing attractive scenarios for students to familiarize themselves with the target language culture (Dörnyei & Schmidt Richard, 2008)

Chapter 3

Criteria

Chapter 3- Criteria

Experts Panel

COIL experience evaluation tool

Expert A: Virtual exchange programs with native speakers across the Spanish-speaking world.Expert B: Spanish instructor Expert C & D: COIL instructors

Rubric

Criteria

Project improvement

Literature review Guiding Questions * Digital Tool * Content * Communication * Engaging Learning.

The expert panel provided their feedback and rubrics to the researcher, who incorporated the feedback to improve the project.

Rubric

The evaluation tool presented in this chapter was designed for the expert panel to evaluate, approve and give feedback on the COIL experience design for the four-week unit.

Chapter 4

Feedback

Project

Digital tools

The COIL guide integrates various appropriate, effective, and user-friendly digital tools, enhancing the learning experience and facilitating collaboration between students and their international partners

Expert's Suggestion

To make use of some of the digital tools such as YouTube and Videos to provide instructions to the students.

Content

The COIL unit enhances:

• Foreign language proficiency
• Learning engaging: Topics are diverse and stimulating
• Critical thinking
• Creativity

The COIL guide content is in general engaging, relevant, and challenging, promoting intercultural awareness.

Expert's Suggestion

To improve the assessment criteria by adding more notes and assessment tools.

Self-assessment

Check list

Check list + peer evaluation

Every week includes what is assessed and how.

Communication

• Effective and respectful communication
• Ample opportunities for interaction
• Use of the target language in authentic scenarios
• Feedback opportunities

Engaging Learning

• Active learning, providing various challenging tasks.
• Support a second language learning motivation.
• Participation
• Collaboration

Chapter 5

Discussion

Recommendations

• Good use of technology
• Friendly atmosphere (Krashen, 1994)
• Social interaction (Vygostky, 1978)
• Deepen cultural understandig (Shaules, 2015)
• Respect each other
• Inclusive/diverse

Limitations

• Time zone differences
• Instructors avaibility (schedules).

• Technological challenges
• Cultural sensitivity
• Language barriers
• Institutional support

Other COIL limitations (Research)

Future Inquiry

• The application of the COIL unit to determine the role of COIL in developing undergraduate Spanish students' communicative skills and second language learning motivation.

• Exploring the long-term impact of this approach on students' language proficiency and its impact on their professional preparation.

• Strategies to ensure effective and equitable participation in COIL experiences COIL with different disciplines and languages.

• The role of formative assessment and self-assessment in language learning motivation with COIL experiences.

Implications

Feedback from the expert panel revealed that the four-week COIL guide is a beneficial educational piece for Spanish language college learners.

• Cultural awareness. (Learning through comparison between their own culture and others )
• communication skills in the target language
• Language learning motivation

For instructors:

• Model of an attractive and authentic material with valuable strategies and a better understanding of the COIL
• The COIL guide elements can be adapted to any other foreign language class (Curriculum: level, material)

References

• Albalawi, F. H., & Ali H, A.-H. (2021). From Demotivation to Remotivation: A Mixed-Methods Investigation. SAGE Open, 11(1). https://doi.org/https://doi.org/10.1177/21582440211041101
• Borger, J. G. (2022). Getting to the core of Collaborative Online International Learning (COIL). Frontiers in Education, 7. https://doi.org/https://doi.org/10.3389/feduc.2022.987289
• Dörnyei, Z. (1998). Motivation in second and foreign language learning. In Language Teaching (Vol. 31, Issue 3, pp. 117–135). https://doi.org/10.1017/S026144480001315X
• Dörnyei, Z., & Schmidt Richard. (2008). Motivation and Second Language Acquisition. English Language Overseas Perspectives and Enquiries, 5(1–2), 159–170. https://doi.org/10.4312/elope.5.1-2.159-170

• Herrington, J., Reeves, T., & Oliver, R. (2014). Authentic Learning Environments. In Handbook of Research on Educational Communications and Technology (pp. 401–412). https://doi.org/10.1007/978-1-4614-3185-5_32

• Masterson, M. (2020). An exploration of the potential role of digital technologies for promoting learning in foreign language classrooms: Lessons for a pandemic. International Journal of Emerging Technologies in Learning, International Journal of Emerging Technologies in Learning, 15(14), 83–96.
• Naicker, A. (2021). Collaborative Online International Learning (COIL): Preparedness and experiences of South African students. Innovation in Education and Teaching International, 59(5), 449–510. https://doi.org/https://doi.org/10.1080/14703297.2021.1895867
• Oncu, S., & Cakir, H. (2011). Research in online learning environments: Priorities and methodologies. Computers and Education. https://doi.org/10.1016/j.compedu.2010.12.009
• Ozverir, I., Vanci, U., & Herrington, J. (2017). Investigating the Effects of Authentic Activities on Foreign Language Learning: A Design-based Research Approach. Educational Technology & Society, 20(4), 261–274

• Rubin, J., & Guth, S. (2015). Collaborative Online International Learning: An Emerging Format for Internationalizing Curricula. In Globally Networked Teaching in the Humanities (pp. 78–103).
• Savignon, S. J. (2017). Communicative competence. In The TESOL Encyclopedia of English Language Teaching (pp. 234–356). https://doi.org/10.1002/9781118784235.eelt0047
• Simone, H., Jeroen, J., Beach, P., Perreault, M., Beelen, J., & Tartwijk, J. van. (2023). The effectiveness of Collaborative Online International Learning (COIL) on intercultural competence development in higher Education. International Journal of Educational Technology in Higher Education, 20(1–21). https://doi.org/https://doi.org/10.1186/s41239-022-00373-3
• Stanford Taylor, C. (2019). Wisconsin Standards For World Languages. Wisconsin Department of Public Instruction. https://dpi.wi.gov/world-language/standards
• Tinga, A. M., Nguyen, P., & Louwerse, M. M. (2020). Benefits of immersive collaborative learning in CAVE-based virtual reality. International Journal of Educational Technology in Higher Education., 17(1), 13–25.
• Vahid, A. (2021). Enriching students’ engaged learning experiences through the collaborative online international learning project. Innovation in Education and Teaching International, 58(5), 596–605. https://doi.org/https://doi.org/10.1080/14703297.2020.1792331
• Vaheda, A., & Rodriguez, K. (2021). Enriching students’ engaged learning experiences through the collaborative online international learning project. INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL, 58(5), 596–605. https://doi.org/https://doi.org/10.1080/14703297.2020.1792331

• Wimpenny, K., & Orsini-Jones, M. (2020). Innovation in Collaborative Online International Learning: A Holistic Blend. Radical Solution an E-Learning, 3(78), 1–25.

Thank you! Gracias!