3개국 COIL과 한일 Tandem 연계 수업의 설계와 교육적 효과 = Design and Educational Effects of an Integrated Course Combining a Three-Country COIL Program and a Korea–Japan Tandem Program

다국어 초록 (Multilingual Abstract)

本研究の目的は、大学の日本語専攻授業において実施された三か国参加型COIL授業と1対1のTandem授業を連携させた国際交流授業の教育的可能性を検討するとともに、両者の特性を踏まえた統合的な授業モデルの実践的方向性を提示することである。 研究対象は、「日韓異文化コミュニケーション教育(2)」の履修者であり、授業はCOIL授業とTandem授業を段階的に連携させる構成で設計・運営された。COIL授業では、韓国・日本・台湾の大学生が小グループによるプロジェクト型学習を通して、多国間協働と文化交流を行った。その後のTandem授業では、日本の大学で韓国語を学習する学生と、韓国の大学で日本語を学習する学生を1対1でマッチングし、個別化された相互交流活動を実施した。 分析資料としては、アンケート調査および自由記述回答を用い、量的分析と質的分析を併用した。その結果、COIL授業は協働的な活動と成果物作成を通じて学習者の主体性や責任感の育成に有効である一方、Tandem授業は情緒的安定、自由な言語使用、文化的親密感の形成に寄与することが明らかとなった。 本研究は、これらの知見に基づき、COILとTandemを段階的に統合した国際交流授業モデルの有効性を示唆する。

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine the educational potential of an international exchange course that integrates a three-country Collaborative Online International Learning(COIL) program with one-to-one Tandem learning in a university-level Japanese language curriculum, and to propose practical guidelines for an integrated instructional model grounded in the distinct characteristics of both approaches.
The participants were students enrolled in the course “Korea–Japan Intercultural Communication Education (2),”which was designed to sequentially integrate COIL activities with tandem sessions. In the COIL phase, students from Korea, Japan, and Taiwan engaged in project-based learning in small collaboration groups, fostering multinational collaboration and cultural exchange. In the subsequent tandem phase, students learning Korean at a Japanese university were paired individually with students learning Japanese at a Korean university to participate in reciprocal,individualizedinteraction.
Data were collected through questionnaire surveys and open-ended written responses and analyzed using both quantitative and qualitative analytical methods. The results indicate that while the COIL component was effective in fostering learner autonomy and responsibility through collaborative activities and product-oriented tasks, the tandem component contributed to emotional stability, morespontaneous language use, and the development of intercultural intimacy.
Based on these findings, this study demonstratest he effectiveness of a stepwise, integrated international exchange course model that combines COIL and tandem learning.