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Navigating digital dialogue

How Japanese students engage in COIL synchronous interactions

 | Kwansei Gakuin University
 | Toyo University
Published online: 20 November 2025
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https://doi.org/10.1075/ld.00219.cus
Abstract
This study examines how Japanese students engage in digital dialogue during Collaborative Online International Learning (COIL) synchronous interactions, focusing on action and reaction sequences and the creation of dialogic spaces. Using discourse analysis of recorded Zoom meetings, the study identifies both successful and failed interaction patterns, revealing key challenges in turn-taking and response timing. Findings suggest that mismatched conversational expectations between the Japanese and American students participating in the COIL exchanges contribute to communication breakdowns, while shared multilingual experiences facilitate deeper engagement. The research highlights the need for targeted pedagogical strategies to enhance digital interaction skills in COIL settings. These insights contribute to a broader understanding of how intercultural communication unfolds in virtual learning environments and inform best practices for fostering meaningful student engagement in COIL.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Collaborative Online International Learning (COIL)
    • 2.2Digital dialogue in COIL
    • 2.3Digital dialogic spaces in COIL
  • 3.Theoretical underpinnings
  • 4.Methodology
    • 4.1Teaching context
    • 4.2Data collection
    • 4.3Analytical framework
  • 5.Results and discussion
    • 5.1Successful action and reaction sequences
      • 5.1.1Representative examples
      • 5.1.2Discussion
    • 5.2Failed action and reaction sequences
      • 5.2.1Representative examples
      • 5.2.2Discussion
  • 6.Conclusion
  • References
References (37)
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