| dc.description.abstract | In today’s increasingly interconnected world, fostering intercultural understanding and language acquisition among young learners is crucial. Online exchange programs have emerged as a promising and accessible solution to traditional exchange limitations, allowing students to engage with peers globally and develop intercultural competencies. This qualitative case study investigates the experiences of English as a Foreign Language (EFL) teachers and students engaged in the With The World Incorporation Japan’s Intensive International Online Exchange Program at SMP Negeri 1 Pasirian-Lumajang. Recognizing the vital importance of English communication in today’s globalized world, this research explores the practical realities of such online programs within a non-native English-speaking environment.
The study’s primary objective was to identify the specific challenges encountered by participants during the program and to understand the various strategies they employed to successfully overcome these obstacles. It aimed to capture the nuanced perspectives of all stakeholders; teachers, students, and program coordinators to provide a holistic view of the online exchange experience.
This study employed a qualitative case study design to explore the perspectives of EFL teachers and students within the With The World Incorporation Japan Intensive International Online Exchange Program at SMPN 1 Pasirian. The subjects included one English teacher, the program coordinator, and two actively participating eighth- and ninth-grade students. Data were collected using interviews, observations, and document analysis. Interview guides, an observation checklist, and document analysis sheets served as the main instruments, ensuring consistency and depth in data collection. Data were analyzed using thematic analysis, which allowed the researcher to identify key themes reflecting the strategies used and challenges faced by participants within the program.
The findings revealed multifaceted challenges, including technical and connectivity issues, significant language proficiency and communication barriers, complexities in sustaining student engagement and motivation, various logistical and scheduling conflicts, and nuanced cultural differences. Despite these hurdles, the program demonstrated remarkable effectiveness through a range of strategies, including meticulous and proactive planning and preparation, robust technical and logistical support, an intentionally designed pedagogical approach that fosters psychological safety and task-based learning, and dedicated efforts to sustain engagement through relevant content and peer interaction. A crucial commitment to continuous feedback and adaptive improvement further refined the program’s success. These findings strongly resonate with established academic theories, such as the digital divide, foreign language anxiety, and self-determination theory.
This study offers valuable empirical insights into identifying and effectively addressing challenges within international online exchange programs, particularly in non-native English-speaking contexts. The research demonstrates how a collaborative, theoretically informed, and adaptable strategic framework can transform potential barriers into opportunities for enhancing English language proficiency, fostering deeper intercultural understanding, and cultivating essential global competencies. The findings offer practical implications for educators and program designers, underscoring the importance of dynamic content, adaptive teaching strategies, and robust feedback loops to optimize future EFL learning outcomes. | en_US |
