Collaborative Online International Learning: Language and Cross-Cultural Experiences of University Students

• Published in: Matices en lenguas extranjeras 2021-10, Vol.14 (1), p.118-162
• Main Authors: Ramírez-Marín, Frank, Núñez-Figueroa, Lucero del Carmen, Blair, Nicole
• Format: Article
• Language: English
• Subjects: Collaboration; College students; Cooperative learning; Cultural competence; Cultural groups; Cultural heritage; Cultural instruction; Cultural learning; Education policy; Globalization; Higher education; Language culture relationship; Medium of instruction; Pedagogy; Qualitative research; Second language learning; Second language writing; Social media; Social networks
• ISSN: 2011-1177; 2011-1177
• DOI: 10.15446/male.v14n1.92144

This qualitative study reports on a collaborative online project between the University of Washington at Tacoma (USA) and the Universidad Veracruzana at Veracruz City (México). The project was implemented as part of the internationalization of higher education policies of the participating universities, which include pedagogical practices oriented toward foreign language learning, the internationalization of the curriculum, and virtual exchange. The study documents cross-cultural learning experiences between two groups of students from different linguistic and cultural backgrounds in a Collaborative Online International Learning approach (COIL); and how those experiences related to the development of cross-cultural competence. The language of instruction was English and the students interacted through an online platform and a social network. The methodological design was qualitative-interpretive. Data was generated using interviews, linguistic samples (writing samples), and the interactions of the participants prompted by the use of an online platform and a social media network. Data analysis was realized through a content approach, which led to the formulation of assertions based on themes that emerged. Results indicate that the pedagogical approach implemented (COIL) prompted reflexion on issues related to language learning, cultural understanding, and common life experiences, and that it was conducive to the development of aspects of cross-cultural competence.