Nanzan University
Course：英語 III コミュニケーショ

COIL 型授業実践紹介
Vol.11

ンスキルズ[FA, FF, FS, FG]1
Teacher： CAPITINPRINCIPE, Abigail
Faculty：Foreign Language
Education CenterYear・Quarter 2021・3rd Quarter
Partner Institution University of the Philippines School of Library
and Information Studies
Course Name

LIS 10 Information and Society

Teacher Prof. Elijah Dar Juan
COIL Category Basic COIL
Enrollment Nanzan 21, U of Philippines 21
Language English
Tech Tool Google classroom, Zoom, Flipgrid
Project’s Outline
The topic for the COIL activity is "The Viral Phenomenon." So,the ideas and discussions in COIL will be discussed as part of theregular second period class, since there is only a one-hour timedifference between Japan and the Philippines.
A module titled "The Viral Phenomenon" was given to allparticipants. The Japanese students were given some time to learn
the vocabulary of the material. All students were instructed to focus
on:Definition - What is the viral phenomenon? What are the different
concepts connected with the viral phenomenon? What is "goingviral?"Reasons - Why do posts "go-viral?" What causes certain things togo viral? What motivates people to post things that "go viral?"

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Issues - What are the problems stemming from the viral
phenomenon?
Solutions - How can these problems be solved?
Suggested talking points in zoom:•Definition (origin, definitions, examples of the Viral

Phenomenon) Reasons (what causes the Viral Phenomenon)•Issues (effects of the Viral Phenomenon)•

Solutions to the issues identified, focus on the main ideas ofthe module.
Students were to develop these ideas with their group members.
They were to ask each other about the ideas in the reading. And
they were encouraged to talk about what goes viral in Japan and thePhilippines. They had the freedom to discuss a wide range of topics,
as long as they keep their focus on “The Viral Phenomenon.”
Evaluation
After the last COIL Meeting, Nanzan students were required tosubmit a presentation on Flipgrid, talking about the discussion points
on “The Viral Phenomenon.” This presentation is the final output
requirement of the Nanzan participants. If they were able to make apresentation that included all the discussion points, they get a goodevaluation.
Teacher’s Comment (Nanzan)
I conducted a survey at the end of each COIL class, and students
from both universities gave very positive feedback about the activity.
In the first meeting, the students rated the activity a 4 out of 5, with
1 being poor and 5 being excellent.
In the second meeting, again a score of 4, and in the last meeting, ascore of 5. It should be noted that not all the students answered thesurvey.

2/3Many students thought that COIL was both fun and educational.
Some comments from the Filipino students are as follows:“It was awkward at first and we are all a bit shy with each other but
as the conversation went, the shyness decreased.”“Surprisingly, the problems were not linguistic in nature, it was morebecause 2/4 of my group mates were pretty shy for the first half ofthe session. They eventually opened up and we got the discussion
going and it went very well from there.”“They still had difficulty in expressing themselves, but their effort toconvey their thoughts is commendable. I am looking forward to
having more conversations with them to help them improve.”
These comments are from the Japanese students:“It took time for us to start the conversation; once we started it, I
think it went okay.”“COIL activity is very interesting!”
All in all, the activity was successful in encouraging communication
using English, and in having the students experience working withuniversity students from the University of the Philippines. When
asked if they would like to participate in another COIL activity, moststudents gave a positive answer.

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