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Description
This study examines how participation in asynchronous COIL is perceived to influence university L2 learners’ motivation to develop English listening, speaking, and intercultural communication skills. Japanese and Norwegian university students engaged in a four-week exchange involving video presentations. While Norwegian students’ motivation remained consistently high, Japanese students reported increased confidence, interest, and perceived importance of English communication. The findings highlight the potential of asynchronous COIL to support motivation and intercultural engagement among L2 learners.
Abstract section 5: References
Masutani, Y. (2021). The foreign language anxiety of Japanese EFL learners focusing on anxiety when speaking English. LET Kansai Chapter Collected Papers, 19, 1-14. https://doi.org/10.50924/letkansai.19.0_1
O’Dowd, R. (2012). Intercultural communicative competence through telecollaboration. In The Routledge handbook of language and intercultural communication (pp. 349-365). Routledge.
Skidmore, M. (2026). Effects of participation in an online intercultural exchange on drivers of L2 learning motivation. Language Teaching Research, 30(1), 430-448. https://doi.org/10.1177/13621688231153622
Xu, J. & Qiu, X. (2023). Study abroad experiences count: Motivational profile of EFL listeners and its impact on top-down and bottom-up processing. Applied Linguistics Review, 14(1), 145-172. https://doi.org/10.1515/applirev-2020-0037
Abstract section 1: Relevance
Japanese university L2 (second language) learners often struggle with English speaking and listening and experience relatively high levels of foreign language anxiety (Masutani, 2021). This may reduce their motivation to develop English skills beyond traditional language tests and engage in intercultural communication. In contrast, such difficulties appear less prominent among Norwegian students. Previous research suggests that intercultural exchanges can enhance English learning motivation and communicative competence (O’Dowd, 2012; Skidmore, 2026; Xu & Qiu, 2023). Asynchronous COIL (Collaborative Online International Learning) interaction may support Japanese students by providing additional preparation time and reducing communication pressure.
Abstract section 2: Contribution/research questions
- In what ways do university L2 learners’ motivational profiles in English listening, speaking, and intercultural communication evolve during the COIL project?
- What is the perceived influence of intercultural communication during the COIL project on university L2 learners’ motivation to improve their English listening and speaking skills?
Abstract section 4: Outcomes/results
Results showed that the Norwegian students’ motivation for English listening, speaking and intercultural communication remained consistently high throughout the project. Japanese students reported more noticeable developments across three dimensions of language learning motivation - confidence, importance, and interest - particularly in relation to intercultural communication. This study extends research on the perceived value of university L2 learners’ participation in COIL and its relationship to language learning motivation. The findings may be of particular interest to university language teachers who are considering the implementation of cross-cultural projects in their classes.
Abstract section 3: Content/method
University students from Japan and Norway learning English participated in a four-week asynchronous COIL project. Students completed pre- and post-project surveys and worked in groups discussing topics such as university life and studies in their countries in class and asynchronously. After every class, groups from each country uploaded videos to Padlet and commented on their partners’ posts. To gain deeper insights, individual interviews were conducted with two Japanese students.
| Title | L2 Motivational Development in Asynchronous COIL |
|---|---|
| Teaching Context | College and university education |