Hypotheses of the study and motivations
| Hypotheses | Motivation |
|---|---|
| Hypothesis 1 (H1): Pre-service language teachers have a positive attitude regarding how COIL experiences can improve their intercultural awareness when integrated into CALL processes | Based on the results of studies that prove that COIL is beneficial for students’ intercultural skills (e.g. Katre, 2020; Muñoz-Escalona et al., 2022; Ramírez-Marín et al., 2020) |
| Hypothesis 2 (H2): There are significant differences concerning the perceptions of pre-service language teachers regarding COIL in terms of gender | Based on the results of studies that show gender-based differences in students’ perceptions when implementing COIL and online collaboration (e.g. Huertas-Abril and Palacios-Hidalgo, 2023; Morsi and Assem, 2021) |
| Hypothesis 3 (H3): There are significant differences concerning the perceptions of pre-service language teachers regarding COIL depending on whether they have previously traveled abroad or not | Based on the assumptions that participants who have traveled abroad may have improved intercultural awareness, and that participants who have not may find in COIL an opportunity to increase their experience with people from other countries and cultures |
| Hypotheses | Motivation |
|---|---|
| Hypothesis 1 ( | Based on the results of studies that prove that COIL is beneficial for students’ intercultural skills (e.g. |
| Hypothesis 2 ( | Based on the results of studies that show gender-based differences in students’ perceptions when implementing COIL and online collaboration (e.g. |
| Hypothesis 3 ( | Based on the assumptions that participants who have traveled abroad may have improved intercultural awareness, and that participants who have not may find in COIL an opportunity to increase their experience with people from other countries and cultures |
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