A Study Regarding the Effects of Online International Collaborative Learning: Focusing on the Seoul Metropolitan Office of Education

Purpose: This study examined the effects of an online international collaborative learning program implemented by the Seoul Metropolitan Office of Education on elementary and secondary students' intercultural communicative competence (ICC) and foreign language learning motivation. It also empirically analyzed differences by school level and instructional variables. Methods: A pretest-posttest survey was administered to 525 students from fifteen elementary, middle, and high schools in Seoul. Based on program participation, students were classified into an experimental group (n = 271) and a comparison group (n = 254). Two validated scales from prior research were employed. Program effects were examined using univariate analysis of covariance (ANCOVA) and multiple regression. Results: The program positively affected ICC, with statistically significant gains across all five subdimensions (with relatively larger effects for interactional participation, enjoyment, and confidence). For foreign language motivation, all four subdimensions were significantly higher in the experimental group, with the largest effect in the Ideal L2 Self. Additionally, instructional factors showed differential contributions: the number of class hours positively predicted ICC (but not motivation); using both synchronous and asynchronous activities and integrating Korean alongside English positively predicted both ICC and motivation; and club-based classes further enhanced motivation. Conclusion: The online international collaborative learning model was effective in enhancing students' ICC and foreign language learning motivation. In particular, multilingual and multinational learning models contributed to deepening cross-cultural understanding and promoting learner autonomy.