Speakers
Abstract section 2: Contribution/research questions
How does participation in an adapted COIL project influence young adults’
global awareness, language confidence, and collaboration skills?
What opportunities and challenges emerge when implementing a small-scale, adapted COIL project for young adults, and how do these factors inform the design of the adapted COIL model in subsequent project phases?
Abstract section 4: Outcomes/results
Participants reported positive experiences with the adapted COIL course in all dimensions: development of analytical and communicative skills, intercultural awareness and attitudes, English language confidence and communication, and course design and content. The project facilitators described how the instructional design and topics fostered the development of discursive and analytical skills, intercultural awareness, confidence in English, and preparation for global and planetary citizenship among the cohort. However, they only perceived small variations in the participants' openness and understanding of global citizenship. It is recommended to explore receptivity and cross-cultural sensitivity, course design, and the nationalities of target populations.
Abstract section 3: Content/method
As a form of reflective practice (Farrell, 2015), the study employed a qualitative descriptive design using post-course participant surveys and facilitator reflective narratives to explore perceived participants’ learning outcomes, intercultural development, and contextual constraints in a small-scale adapted COIL project. Data were thematically analyzed to identify converging patterns (Gkonou & Mercer, 2017) and inform the design of a subsequent embedded COIL model.
Abstract section 1: Relevance
The session highlights how an adapted COIL can enrich ELT by providing accessible, authentic intercultural interaction that promotes meaningful communication, global awareness, and digital literacies for language learners in diverse contexts. It demonstrates how virtual collaboration supports confidence in meaningful English use, equitable participation, and intercultural awareness and tolerance.
Abstract section 5: References
Farrell, T. S. C. (2015). Reflective language teaching: From research to practice. Bloomsbury.
Gkonou, C., & Mercer, S. (2017). Understanding emotional and social dimensions of language teaching: Developing teacher reflection and learner awareness. Multilingual Matters.
| Title | Expanding Access: A Cross-National Adapted COIL Project |
|---|---|
| Teaching Context | College and university education |