Internationalising Teacher Education in TESOL: Insights from Student-Teachers’ Collaborative Online International Learning (COIL) Experience

Abstract

<p>The unprecedented rate of technological advancement over the past years has facilitated Collaborative Online International Learning (COIL) and the internationalisation of higher education. This paper reports on student-teachers’ COIL experience in a core MA TESOL module jointly organised by a Hong Kong and UK university. The module aimed to develop student-teachers’ knowledge and understanding of TESOL theories/principles and their ability to apply and critically evaluate TESOL methods for their professional development. Accordingly, the COIL initiative sought to broaden the student-teachers’ repertoire of TESOL methodological practices, sharpen their cultural awareness and strengthen their collaboration skills by engaging them in various modes of synchronous/asynchronous activities. These correspond to the conference themes of ‘future-focused education’ and ‘modes of learning’.<br>Adopting an action research framework, the two teacher-educators (also researchers) in both institutes conducted two cycles of COIL practice in two consecutive years. This paper focuses on the second cycle, which was informed by findings derived from the first cycle with considerable adjustments (e.g., the teaching-learning schedule, students’ engagement, and assessment arrangements). Specifically, 85 student-teachers from different time zones worked with concerted effects on a range of micro-teaching activities through a shared online platform ‘Perusall’, Zoom and other modes of communication. They participated in regular webinars, co-planned/developed lessons and teaching-and-learning materials (e.g., lesson plans, teaching materials), provided peer feedback/support and conducted micro-teaching in the two regions throughout a 12-week teaching period. Video-recorded lessons were used to promote self-/peer-reflections.<br>To track the process and evaluate the outcomes, data were collected throughout this process via web-based interactions (e.g., webinar recordings, discussion forums, WhatsApp group communication, emails), artefacts of student-teachers’ work (lesson plans, teaching materials), video-recorded teaching practice, student-teachers’ written self-/team-reflections, mid-term/final surveys, audio/video-recorded semi-structured interviews and teacher-educators’ observational notes and reflective journals. They were analysed using thematic coding with inter-rater reliability checks. The paper documents the teacher-educators’ critical evaluation of the implementation process and student-teachers' perceptions and experiences of the COIL project. Findings of the study indicate the participants’ pedagogic, linguistic and social gains throughout their collaboration with peers, despite considerable challenges (e.g., time difference, students’ diverse abilities, and different study schedules/commitments in the two universities). Student-teachers reported most positively on their methodological growth, while teacher-educators valued the rich opportunities for peer feedback and joint reflections.<br>This COIL initiative is a crucial step to internationalising higher education programmes. The findings highlight the importance of combining synchronous and asynchronous approaches, leading to guiding principles for designing COIL programmes. Some of the recommendations include:<br>⚫ Stressing the long-term impact and learning outcomes of COIL<br>⚫ Emphasising both task-based and relationship-based expectations (e.g., rapport-/team-building, understanding both teaching/learning contexts, ongoing joint-reflection activities)<br>⚫ Aligning learning/teaching schedules and assessment tasks/requirements in both institutes<br>⚫ Ensuring student roles/responsibilities shared and clearly defined<br>⚫ Promoting learner autonomy in the use of online platforms and approach to teamwork<br>⚫ Maintaining open-mindedness and flexibility in teaching/learning progress and arrangements<br>The paper is intended for audiences including researchers, TESOL practitioners, COIL course/programme leaders, university policy-makers/stakeholders, and anyone interested in COIL and the internationalisation of higher education.<br></p>