The presenters have been Collaborative Online International Learning (COIL) partners for over eight years, providing their Japanese and Taiwanese university students with opportunities to engage in meaningful intercultural dialog with each other. They have created asynchronous interactions (e.g., social media posts), out-of-class synchronous communication (e.g., interviews), out-of-class business-oriented projects (e.g., developing a new product and making a commercial to sell it), and synchronous class-to-class communication. After each interaction, the students reflected on their exchanges. The presenters have consistently found that discomfort in speaking with new interlocutors (i.e., “I’m shy.”) hinders Willingness to Communicate (WTC), and the presenters’ experiences have further reinforced the importance of creating a sense of closeness to decrease these barriers.

The presenters will briefly review the format of the interactions and potential communication barriers when students interact in COIL settings. They will reference these concepts as they discuss their written data (i.e., Japanese students’ weekly reflections, final reports, end-of-semester questionnaires) and verbal data (i.e., Taiwanese and Japanese students’ verbal feedback and discussions after the interactions). This interactive presentation will conclude by focusing on activities and procedures that helped decrease students’ anxiety and increase their WTC.

This presentation introduces a three-phase model for designing a short-cycle Virtual Exchange (VE) that supports meaningful learning within limited time frames. The model is based on a VE project conducted between Japanese and Ukrainian university students in May-June 2025. Thirteen Japanese students enrolled in an Intercultural Communication course and thirteen Ukrainian students in a Second Language course participated in two synchronous sessions and collaborated online in small groups to complete a joint project. The collaborative task involved analyzing language used in media reporting on a current international conflict. Students examined how tone, lexical choices, and framing shape audience perspectives of violent events recorded through social media. Through this process, participants developed awareness of how linguistic choices influence their interpretation of conflict-related narratives. Drawing on analysis of student surveys, project work, and both immediate and six-month post VE feedback, a three-phase pedagogical model was developed consisting of: (1) foundational knowledge and guided analysis instruction, (2) autonomous collaborative project work, and (3) reflective synthesis and sharing. The presentation will demonstrate how this structural approach supported both skill development and reflective engagement during a four-week exchange, and how the experience continued to influence students' perspectives even after 6-months post-Virtual Exchange.

This practice- and research-based presentation focuses on Virtual Exchange (VE) in a Japanese high school classroom. Students were at A1–A2 English proficiency levels, with many exhibiting low confidence and limited motivation to study English. VE sessions were conducted in regular English lessons in collaboration with various overseas secondary schools to enhance motivation through meaningful intercultural interaction. Although students actively engaged in conversations with international peers, the sessions gradually became enjoyable one-off events rather than learning opportunities for developing deeper intercultural understanding. To explore students’ perspectives, qualitative research was conducted on how Japanese high school students experience VE. Retrospective interviews were carried out with students who participated in VE sessions, supplemented by an interview with their current teacher and reflective practitioner notes. Findings indicate that VE had a lasting positive impact on students’ motivation, with many recalling their interactions with international peers vividly. However, there was little evidence of students reflecting on their peers’ culture or demonstrating intercultural insights. Based on these findings, a reflective activity was developed to make VE a more meaningful educational experience. This presentation will provide insights into students’ experiences of VE and introduce a reflective activity that can be implemented in VE classrooms.

Virtual exchanges (VEs) provide opportunities for authentic communication and intercultural learning, yet real-world implementation often involves unexpected challenges. This presentation examines three cases of productive failure across different contexts. The first case involved two classes of 25 Japanese university students (A2–B1) paired with classes of approximately 50 students in Spain and Türkiye (B2–C1). A substantial proficiency mismatch required strategic grouping, task reframing, and expectation management to maintain engagement. The second case connected 220 Japanese students with 180 Korean students (A2–B1) in a large-scale VE. Despite detailed planning, technical problems and inconsistent partner procedures disrupted activities, underscoring the importance of deliberately simple platforms and task designs. The third case concerned a Kaken grant-funded VE with a Korean university that collapsed shortly before launch. Rapid redesign and the use of alternative VE resources enabled students to complete meaningful activities despite the cancellation. Across these cases, each setback offered clear reasons to terminate the exchange, yet quick decision-making and reflective redesign led to more resilient systems. The presentation concludes with practical strategies that other instructors can adapt to strengthen their own VEs and, ideally, inspiration to develop creative solutions when facing their own unexpected difficulties.

This study reports on an innovative course that integrates Project-Based Learning (PjBL) and Problem-Based Learning (PmBL) into a freshman English listening-and-speaking class at a Taiwanese university of technology. In collaboration with a sister university in Thailand, the course incorporates a 9-week Collaborative Online International Learning (COIL) module in which cross-national student teams complete project-based tasks. During the subsequent 9 weeks, instruction shifts back to the classroom and adopts a PmBL model to strengthen problem-solving abilities and practical language use. This hybrid design merges project-based and problem-based pedagogies to enhance communicative fluency and intercultural understanding. Employing a mixed-methods approach, the study utilized quantitative scales for intercultural sensitivity (pre/post-test), teamwork, and course effectiveness. Qualitative data were gathered via semi-structured interviews and institutional teaching evaluations to explore self-perceived linguistic gains and challenges. Results indicated significant gains in intercultural sensitivity, particularly among Thai students, and high satisfaction with team interaction (Thai: 4.12; Taiwanese: 3.87 on a 5-point Likert scale). Participants reported improved listening and speaking skills, valuing the digital synergy for fostering creativity and authentic interaction. The findings highlight the potential of CALL-mediated telecollaboration to support cross-border experiential learning and offer a scalable pedagogical model for technology-enhanced EFL instruction.

Collaborative Online International Learning (COIL) has emerged as a sustainable alternative for developing global and linguistic competencies (Rubin, 2017), particularly in higher education contexts to promote intercultural competencies. This presentation outlines the design and implementation of a small-scale COIL program linking a fourth-year seminar class at a women’s university in Japan with TESOL practicum students at a university in the United States. Informed by translanguaging pedagogy (García & Kleyn, 2016), the initiative positioned participants within a collaborative learning community focused on shared inquiry into sociocultural issues through bilingual, synchronous online interaction. Data from post-program surveys and focus groups (N = 14) were analyzed to examine perceptions of intercultural engagement, language use, and professional development. Findings indicate that Japanese students developed increased intercultural self-awareness, greater confidence in expressing ideas, and enhanced metalinguistic sensitivity. Translanguaging practices reduced communication anxiety and supported deeper cognitive engagement, particularly during comparative discussions aligning with models of intercultural communicative competence (Byram, 1997; Deardorff, 2006). U.S. TESOL students reported professional growth, increased instructional confidence, pedagogical adaptability, and awareness of EFL classroom dynamics. Overall, the presentation demonstrates that small-scale COIL initiatives supported by flexible bilingual practices foster language development, intercultural learning, and teacher preparation beyond physical mobility.

Although technological advances enable students to engage with international peers and develop intercultural competence, such opportunities remain limited. Collaborative Online International Learning (COIL) offers an alternative pathway for fostering intercultural competence without physical mobility. Drawing on prior exposure to multiple COIL projects, this study explores COIL’s potential to promote intercultural learning in virtual contexts.

Guided by Deardorff’s Process Model of Intercultural Competence, the research investigates how COIL participation influences students’ attitudes, skills, cultural self-awareness, and intercultural communication. A mixed-method design was applied. Quantitative data were collected through pre- and post-project surveys with 18 students from the University of Applied Sciences Landshut (Germany) and National Taipei University (Taiwan), measuring self-reported changes in attitudes, knowledge, and internal and external outcomes. For qualitative depth, five semi-structured interviews were conducted with students from Germany with prior COIL experience, exploring on their reflections on intercultural learning processes.

Initial findings reveal increased cultural self-awareness, enhanced recognition of cultural differences, and more adaptive communication strategies. However, students also reported challenges related to distance and limited online interaction. Conducted as part of a Bachelor’s degree in New Media and Intercultural Communication, this study provides insights for educators and researchers implementing COIL-based virtual exchanges in higher education.

This presentation examines where digital tools succeeded and failed in facilitating a COIL program. Reflective reports from 40 students across three Japanese universities (n=23), one German university (n=10), and one Ukrainian university (n=7) were thematically analyzed. This was part of a broader COIL project including additional Japanese universities and institutions in Indonesia and the Philippines. Students collaborated via Zoom, social media (WhatsApp, Instagram), and Google Docs. Despite virtual interaction, the majority demonstrated measurable intercultural growth using Bennett's DMIS framework, with technology enabling participation. However, some struggled with asynchronous platforms, experiencing failed group chats, coordination gaps, and reduced emotional connection compared to in-person interaction. Almost all students identified English proficiency as the primary barrier, but manifestations of this barrier varied across cultures in technology-mediated contexts. Ukrainian students transformed fear of imperfect digital English into confident expression. Japanese students’ high-context communication norms clashed with direct digital communication, yet similarly, they developed English confidence. German students navigated between their low-context directness and accommodating partners from high-context cultures, demonstrating adaptive strategies. This study argues that digital COIL design must address how cultural patterns intersect with providing differentiated support and platforms, while recognizing that CALL competence encompasses cultural-technological adaptation alongside linguistic proficiency.

Collaborative Online International Learning (COIL), defined by Rubin (2022) as a type of collaborative online exchange embedded in existing courses at educational institutions in different geographical regions, increased in popularity in Japan during the COVID19 pandemic as an alternative to study abroad programs. This panel of COIL practitioners and researchers focuses on the state of COIL in Japan and beyond, discussing how we can ensure COIL prevails as a sustainable pedagogical approach. The panelists share the principles underpinning their COIL projects and address the challenges they have encountered in adapting COIL to fit their contexts. Furthermore, they discuss benefits for COIL practitioners and students, and share best practices for COIL sustainability. Specifically, Oana Cusen provides the background to COIL in Japan and discusses the current challenges COIL faces. Elizabeth Lavolette shares warnings and encouragement based on her failures and successes. Mahboubeh Rakhshandehroo and Kristin Ziegner-Llewellin examine lessons learned from their three-year Japan-Germany COIL partnership. Finally, Matthew Claflin discusses working on the borders of COIL, while Keiji Fujimura introduces a different style of COIL project. The panel concludes with a moderated Q&A session, during which the audience is invited to share their COIL experiences as we consider future directions together.

Virtual Exchange (VE), such as Collaborative Online International Learning (COIL) projects, can offer equitable, inclusive, and transformative learning opportunities. In recent years, technology for VE has become more accessible both in terms of price and user interface, while professional development opportunities for implementing VE are widely available. Despite this, many students lack confidence to engage with offered VE initiatives: they may choose not to participate in synchronous VE due to language anxiety, lack of digital skills, or concern surrounding intercultural communication. In this talk, we share the findings from our survey of 15 experienced international educators on the skills necessary for VE, and post synchronous VE course feedback from 18 of our own students on issues they faced. Responding to these findings, we created task-based materials which target essential VE skills, including listening comprehension for Global Englishes; conversation strategies for nuanced interactions both face-to-face and online; digital literacy skills; and explicit cultural considerations and reflections. In this session we share these insights and offer advice on how we prepare our students for successful engagement in VE programs. Participants will receive a complete lesson targeting some of the skills that we identified.