Collaborative international online learning for the development of intercultural awareness: an experience with pre-service language teachers

Abstract

Purpose Considering the potential of Collaborative International Online Learning (COIL) for cross-boundaries interacting and collaborating effectively, this study aims to explore the intercultural awareness of pre-service language teachers after participating in a COIL project. Design/methodology/approach Following a quantitative research approach and an exploratory cross-sectional method, the authors administered a 13-item questionnaire to unveil the perceptions of 64 future language teachers from Spain after their online experience with counterparts from the USA. Findings Participants consider that COIL may have enhanced their intercultural and global awareness and equipped them with valuable skills and knowledge for the future, being women more positive than men. Moreover, the results also suggest that those participants who have not traveled abroad consider COIL to be a good opportunity to compensate for the lack of knowledge or experience with other cultures resulting from not having had the opportunity to visit other countries. Practical implications COIL needs to be seen as a powerful tool to promote global learning, intercultural understanding and the development of skills among students that will be vital for success in today’s interconnected world. Nevertheless, universities and teacher training centers need to rethink the preparation of future teachers for the increasing demands to prepare students for the requirements of the global world, and to do so, they need to consider that COIL may offer them significant benefits. Originality/value This work offers an interesting exploration of teachers’ attitudes toward COIL, providing insights into the potential of online collaboration for developing intercultural awareness.

Effects of mobile-assisted funds-of-knowledge writing practice in developing Latinx English learners’ intercultural sensitivity

“…One of the challenges of ICC development lies in the lack of cultural awareness and interactions with people from other cultures. Recent studies address the promotion of language learners’ ICC through computer-mediated interventions, such as online discussion forums, text-based chat, blogging, email exchanges, social media, video communications and virtual/augmented reality (Elola and Oskoz, 2008; Huertas-Abril and Palacios-Hidalgo, 2023; Lee and Song, 2020; Liu et al , 2023; Jauregi, 2016; Taguchi, 2023; Xu, 2017; Uzum et al , 2023). Most technologies implemented in ICC studies through language acquisition focus on creating and sharing content as well as promoting communication among groups (Shadiev and Sintawati, 2020).…”

“…In Shadiev et al ’s (2019) study, students from 13 countries showed a positive perception of using speech-enabled language translation technology to develop their cross-cultural understanding and intercultural sensitivity. Huertas-Abril and Palacios-Hidalgo (2023) suggested that collaborative international online learning is an effective approach to engage learners’ intercultural awareness and cross-cultural engagement.…”