Background of this Studye

The importance of English in a globalized society is undeniable. In this context, Japan’s low level of English proficiency has been a persistent concern. However, the need to improve speaking skills is not unique to Japan. In Taiwan, for example, transitioning to a bilingual environment in English is a national policy goal, and enhancing English-speaking ability is a pressing issue (National Development Council, Ministry of Education, Directorate-General of Personnel Administration, Ministry of Examination, Civil Service Protection and Training Commission, 2021).

Among the practices aimed at improving English-speaking skills, some involve connecting learners with peers abroad for interactive exchanges. However, the benefits of such international exchanges likely extend beyond language acquisition alone. Emotional aspects also play a critical role, particularly for beginner learners. When considering English exchanges for beginners— especially those at the elementary school level—their limited English proficiency often leads to arguments against direct interaction. Nonetheless, the value of connecting children of the same age group should not be underestimated. To overcome these challenges, careful strategies are essential. One approach is to let learners speak about topics they genuinely enjoy or wish to express. It is also important that their exchange partners are non-native English speakers, which can help reduce anxiety and increase engagement. Furthermore, to fully leverage the potential of ICT in international exchanges, it is vital to move beyond conventional methods and adopt practices tailored to one-to-one device environments. In such settings, support from adults proficient in English, as previously mentioned, can also be highly effective.

Building on these considerations, this study addresses the challenges by designing a curriculum for fifth-grade beginner English learners that incorporates one-on-one ICT-facilitated exchanges. The exchange partners were non-native English-speaking students from Taiwan—a culturally similar region to Japan—which helped learners identify common interests more easily. Rather than relying on questionnaires, this study analyzes the students’ reflections to better understand the emotions evoked through the exchange. This qualitative approach enables a more nuanced capture of their emotional experiences.

Another notable feature of this study is its focus on collaborative practice research, founded on equitable and mutually beneficial partnerships between researchers and practitioners. The value of such collaborations has been emphasized in recent scholarship (e.g., Finefter-Rosenbluh & Power, 2023; Opstoel et al., 2024; Sjölund et al., 2023; van Schaik et al., 2018). What sets this study further apart is that, while many co-creation efforts occur within a single country (e.g., Opstoel et al., 2024), this research represents an international example of co-creation. This cross-border collaboration adds a distinctive dimension to the study.

Overview of the Practice

The participants were 5th-grade students from a public elementary school in Osaka, Japan, and 5th-grade students from a public elementary school in Taipei, Taiwan. The ultimate goal of the unit was for students to introduce and discuss their favorite things with peers from the partner country during an online exchange. The first four sessions were conducted separately in each location, and the final session was intended to connect the students online. However, due to technical difficulties—as described below—the exchange ultimately extended to six sessions.

During the fifth session, technical issues unfortunately prevented the breakout rooms from functioning as planned. As a result, only a few groups were able to present, with each participant connecting individually via Google Meet. Although live questions were not possible due to time lost in troubleshooting, students actively engaged using Google Meet’s reaction features. For example, Taiwanese students wrote ‘こんにちは’ (hello) in Japanese, while Japanese students responded in the chat with messages such as ‘Looks delicious!’ and ‘I really want to visit Taiwan!’, as their language proficiency limited them to writing in Japanese.

The sixth session was carried out with thorough preparation to prevent further technical problems. Although some issues remained, such as slow internet on the Taiwanese side, the breakout sessions generally proceeded smoothly, allowing for a more interactive and engaging exchange. After the fifth and sixth sessions, students were invited to reflect on their experiences. They recorded their reflections orally in video format and submitted them to their teachers. Submitting reflections was voluntary.

Result

Reflections on the two exchange sessions were collected and analyzed using an inductive thematic analysis approach (Boyatzis, 1998; Tsuchiya, 2016). As a result, emotional and motivational aspects observed in both Japan and Taiwan were categorized into five overarching themes: (a) increased motivation for learning English, (b) enhanced motivation for cultural understanding, (c) enjoyment of international exchange, (d) realization of the value of learning, and (e) feelings of disappointment or decreased motivation. While the frequency of these themes varied between the two groups, all five categories were identified in both countries, suggesting that the exchange sessions stimulated similar emotional and motivational responses. Each overarching theme was further divided into several subcategories.

Since children from both areas expressed responses in all five categories, it can be broadly interpreted that comparable emotional and motivational aspects were elicited. However, when examining the subcategories, some showed parallel tendencies, while others revealed distinct differences. For example, although children in both countries expressed a strong motivation to improve their English skills, their focus differed: Japanese children frequently reflected on their desire to speak English more fluently and were often surprised by the English proficiency of their Taiwanese peers. In contrast, Taiwanese children often emphasized a deeper recognition of the importance of learning English. These differences likely reflect the differing approaches to English education in each country. Additionally, in the category of “enhanced motivation for cultural understanding,” Japanese children notably expressed increased interest in Taiwanese food and culture and a stronger desire to visit Taiwan. Despite differences in English proficiency and prior knowledge about each other’s countries, both Japanese and Taiwanese children enjoyed the exchange in their own ways, as shown in the reflections categorized under “enjoyment of international exchange”.

Discussion and Recommendations

In this study, the authors collaboratively planned and implemented a unit involving Japanese and Taiwanese elementary school students, creating opportunities for both groups to discuss their favorite topics and interact with one another. An analysis of students’ reflections after the interaction sessions identified five common categories of emotional and motivational aspects in both areas. Although the emergence of the five main categories was consistent across both areas, a closer examination of subcategories revealed differences in perceptions.

What is particularly noteworthy about this paper is the collaborative curriculum design conducted between Japan and Taiwan, as well as between researchers and practitioners. Through the development of such instructional units, the study reveals the types of cognitive processes promoted in children and clarifies the differences between the two areas—both of which are of significant research value. Furthermore, the paper attempts to interpret the findings through the lens of self-determination theory. While there remain challenges, such as the need for validation under more controlled conditions, the study is commendable as a valuable piece of practice-oriented research.