Overview of the Impact of Collaborative Online International Learning on Learners

College of Foreign Languages, Shandong Agricultural University, Taian, Shandong, 271018, China

^* Corresponding author: 1211916761@qq.com

Abstract

The collaborative online international learning (COIL) model has been used in language education and other disciplines for over a decade and to date, there has been considerable research into the effects of COIL and the factors related to the effects. However, the majority of these studies have generally focused on one or more skills of the student participants, making it difficult for current researchers to see the overall picture of COIL-related research, while a review study of previous research can fill this gap. This review study provides an up-to-date systematic review of research on the positive and negative effects of COIL’s teaching model on students and its influencing factors. On the one hand, this study summaries the effects of COIL on students’ language skills, t non-verbal skills, and affect. On the other hand, the author also provides a brief account of the factors that influence these effects in COIL and the research gaps in COIL. Students have a better language learning environment in the process of COIL. From the perspective of language skills, COIL can improve students’ fundamental language skills, such as listening, speaking, reading, writing, and translation, and the language in real communication. In terms of non-linguistic skills, participants significantly improve their intercultural communication skills and digital literacy through COIL, and improve the 21st century super skills. Students also demonstrate greater emotional gains through COIL, reducing their anxiety about using a second/foreign language to communicate with international peers and increasing their confidence in expressing their views in a language other than their native tongue. Overall, COIL can positively impact students in various aspects and the impacts vary across individual and contextual factors. Research gaps and future research directions are discussed. Also, implications for teachers, students, institutions, and researchers are provided.