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AsiaCALL Online Journal Received: 12/10/2021 

ISSN 1936-9859; https://asiacall.info/acoj Revision: 25/11/2021 

Vol. 13, No. 1, 2022   Accepted: 06/12/2021 

pp. 122-131  Online: 08/12/2021 

 

CITATION | Obari, H., Lambacher, S., & Kikuchi, H. (2022). Learning English through a Challenge-Based 

Learning Project during the COVID-19 Pandemic. AsiaCALL Online Journal, 13(1), 122-131. EOI: 

http://eoi.citefactor.org/10.11251/acoj.13.01.007 

Learning English through a Challenge-Based Learning Project during the 

COVID-19 Pandemic 

Hiroyuki Obari1*, Steve Lambacher2, Hisayo Kikuchi3  

 

1 School of Economics, Aoyama Gakuin University, Tokyo, Japan 
2 School of Social Informatics, Aoyama Gakuin University, Sagamihara, Japan 
3 School of Global Collaboration, Aoyama Gakuin University, Sagamihara, Japan 

*Correspondence: Hiroyuki Obari, Aoyama Gakuin University, Japan. E-mail: obari119@gmail.com 

 

EOI: http://eoi.citefactor.org/10.11251/acoj.13.01.007 

 

Abstract 

This study focuses on challenge-based learning (CBL) with native Japanese undergraduates 

from Waseda University in Tokyo (n=27). The study was implemented from May 2021 to 

November 2021 using Zoom and the SNS programs Facebook and Line for added support. 

Pedagogical training focused on helping students find solutions to many world issues in the 

21st century, such as SDGs, AI, society, Cross-cultural IQ, and global leadership. In addition, 

throughout the Zoom online program, training in higher-order thinking skills and oral 

presentations were emphasized.  Finally, survey results disseminated to the student 

participants (July 2921) are presented.  The survey focused on gauging students' opinions 

about their virtual learning experiences during the COVID-19.  Some of the notable survey 

results included: (1) 92% of students felt the online classes improved their oral production 

skills; (2) About 80% of students felt that they acquired seven 21st century skills; (3) About 

74% of students acquired higher-order thinking skills; and (4) 96% of students felt the 

interaction with campus crusade for Christ (CCC) members helped them change their 

worldviews and improve English proficiency.  The results indicated that CBL could 

effectively provide ample opportunities for students to use English regularly and improve 

their higher-order thinking and oral productions skills even during the COVID-19. 

Keywords: higher-order thinking skills, flipped learning, Challenge-based Learning  

 

1. Introduction 

The COVID-19 pandemic has significantly impacted all aspects of society, particularly 

education. As a part of sustaining academic continuity during the pandemic, virtually all 

institutions and universities have switched from face-to-face classrooms to videoconferencing 

(Nguyen & Nguyen, 2021). The switch to online learning has resulted in various platforms such 

as Zoom and YouTube, the main tools used in the present study.  Research has shown teachers 

have exhibited positive opinions toward studying through online education using Zoom. For 

example, Dau (2022) examined teachers' methods and perceptions of teaching English to 

http://eoi.citefactor.org/10.11251/acoj.13.01.007
http://eoi.citefactor.org/10.11251/acoj.13.01.007


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123 

children in Vietnam during COVID-19. According to the results, teachers' three most popular 

platforms were Zoom, Zalo, and YouTube. Despite some reported challenges, many teachers 

expressed enthusiasm for remote instruction. Serhan (2020), on the other hand, found that 

students negatively viewed Zoom use, although flexibility was cited as a significant benefit of 

using Zoom for education. Obari (2021) found that a combination of blended learning, such as 

hybrid learning with Zoom virtual classroom instruction, could effectively increase native 

Japanese undergraduates' English competence.       

 The present study focused on improving cross-cultural communication skills and 

widening the worldviews of university students for developing intercultural awareness and 

21st-century skills through online learning using Zoom. The 21st century has already brought 

astonishing technological achievements with the Internet of Things, AI Cyber-physical systems, 

VR/AR/MR, and Big Data (Learning analytics). As a result, our lives have been transformed in 

many ways, and education is dramatically affected. The paradigm shift is now taking place 

because of the following factors: advancement of ICT and mobile technologies, crowd 

environments, developments of AI/IoT, and COVID-19As. As a result, the teacher's role has 

changed to that of a mentor, a facilitator, and a curator to deal with 21st-century skills. Digital 

technologies have changed life, communication, thinking patterns, channels of influence on 

other people, social skills, and social behaviors. Therefore, it is crucial to learn how to 

successfully transform into new language education to prepare for the digitalized society. A 

constructivist approach to flipped learning can motivate students by activating their brains to 

create new knowledge and reflect more consistently and deeply on their language learning 

experiences.       

 Furthermore, Bloom's higher-order thinking skills training is vitally important in 

education (Figure 1). The 21st century faces an unpredictable future, with creativity the key to 

education. This research includes two research questions. 

(1)  How could we integrate 21st-century skills into language education? 

(2)  How could we train the students to develop higher-order thinking skills?  

So, how can online learning with Zoom and interaction with campus crusade members 

for Christ (CCC) contribute to enhancing higher-order thinking skills in language education?  

Ten tools were included in this study to support students who created PowerPoint slides and 

digital stories in preparation for becoming digitalized citizens – (Horizontal Report 2021, a 

YouTube video on AI and Society, Cross-cultural IQ, Global leadership, Worldviews, Ontology 

and Epistemology, Science and Theology, World Heritage sites, 17 SDGs, and Global issues 



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124 
 

from the Oxford Martin School).  

 

 

Figure 1: Bloom's Taxonomy 

 

2. Literature review 

Alan Turing (1950) once said, "I propose considering the question, 'Can machines 

think?'". Turing invented computers in the 1930s and soon became fascinated by the idea that 

computers might one day be intelligent. In 1950, he published a scientific paper on whether a 

machine could 'think.' The paper introduced the 'Turing test' (Wooldridge, 2018, p.6). Ninety 

years have passed since the invention of the computer. Nowadays, artificial intelligence (AI) 

has intervened in every aspect of our lives in the 21st century. AI today is everywhere, and it 

will soon become ever more prominent because AI software can reliably and efficiently make 

better decisions than people in a vast range of settings. In the future, AI will be invisibly 

embedded everywhere in which decisions are made (Wooldridge, 2018, p.44).   

 Recently, AI speakers can be experienced efficiently and smoothly using hand-held 

devices, enhancing the construction of broader learning environments and viewpoints (Kepuska 

& Bohouta, 2018). AI/mobile technologies have succeeded in transforming learning 

methodologies. One such methodology adopted in recent years is blended learning (BL) (Obari, 

Lambacher, & Kikuchi, 2020). BL combines traditional face-to-face classroom methods with 

computer-mediated activities, resulting in a more integrated approach to language learning. AI, 

mobile devices, and social media are the key components of the next generation of this novel 

wave of educational instruction. Digital content is also transforming and expanding as AI, and 

mobile technologies develop and improve. The growth of mobile social networking sites 

(mSNS) has enabled teachers to considerably increase the number of ideal learning 

opportunities through experiential learning activities with the help of these emerging 

technologies. For example, while the students were making presentations, the peer evaluation 

with the mobile device was used to assess students' presentations. This activity helped students 

engage more in oral production with quick feedback from peers.  In addition, flipped lessons 



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were put into practice which focused on the presentations with digital storytelling and 

discussions in the classroom after students gained sufficient comprehensible input about the 

assigned tasks. As a result, their listening, speaking, and writing skills, to some extent, were 

reinforced. The students studied worldviews and held discussions with CCC (Campus Crusade 

for Christ) members, which helped them change their worldviews through online, face-to-face 

interactions at the breakout room.     

 Learning 21st-century skills (Figure 2) should be integrated into training, and 90% of 

students agreed it helped broaden their skills. Various digital technologies were used to 

understand different topics, and the distinction between the classroom and outside-class 

activities was distinguished. Each student could gain as much comprehensible input outside of 

the class through assignments and engage more in interaction and discussions with critical and 

creative thinking as they could inside the classroom. Whether it is a virtual interaction or not, 

most important in learning English is human interaction and how much comprehensible input 

we can gain from multiple learning sources, whether analog or digital.   

 

Figure 2: 21st Century Skills: 3Rs and 7Cs 

 

3. Methods 

All universities in Japan decided to teach classes using virtual learning environments with 

Zoom, TEAMS, Webex, and other learning tools, from May 2020 to January 2021. The lead 

author of this study taught ten classes at three universities, mainly with Zoom and Facebook. 

This section will describe how the students struggled with virtual learning and show its 

advantages and disadvantages from student feedback on a questionnaire.  

3.1 Training procedure  

(1) All students at three universities had their English lessons using real-time virtual learning 

with Zoom and Facebook. The learning materials were uploaded on Facebook in advance. 

(2) Students engage in real-time learning with Zoom, listen to the author's mini-lectures, and 

participate in breakout sessions with more active discussions about the contents.   



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(3) Students prepared PowerPoint slides about their assigned work and delivered several 

presentations in front of all the students. However, they sometimes joined breakout sessions 

with four students and gave their presentations with peer assessment using PeerEval software 

on smartphones.  

(4) Flipped learning was conducted throughout the semester, actively engaged in presentations 

and discussions about the contents assigned in advance.  

(5) Students learned presentation skills by downloading the video contents of Successful 

Presentation by Oxford University Press. Each unit consisted of 8 units containing 3-minute 

video content.  

(6) Professor Weakley from the US was invited as a guest lecturer several times and engaged 

in virtually teaching worldviews, global leadership, and cross-cultural IQ. He also actively took 

part in the breakout sessions and interacted with many students. Sometimes his students joined 

the virtual classroom from the US every three weeks and enjoyed discussing the cross-cultural 

differences between Japanese and Christian-oriented values.  These sessions were most 

important for students to learn their worldviews.  

(7) Several lectures from Oxford University professors about scientific realism and worldviews, 

and the students prepared PowerPoint slides with more presentations and discussions using 

Zoom breakout sessions (Figure 3). 

 

Figure 3: A sample Zoom lesson. 

3.2 Presentation Assessment with PeerEval 

(1) Students delivered 5-10-minute English presentations about the assigned tasks with 

PowerPoint slides.  

(2) All students had their presentations evaluated by their peers using the PeerEval software on 

a smartphone, with six items being assessed about presentation skills. After each presentation, 



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immediate feedback was provided with comments about improving their presentation skills 

(Figure 4).  

(3) Students were highly engaged in learning the contents of the cross-cultural issues and 

worldview studies, including the advancement of AI.  

 

Figure 4: Peer Eval Assessment with a smartphone 

 

3.3 Feedback on the student questionnaire  

Questionnaires on virtual online learning asked if participants (n=27) of this study acquired the 

21s-century skills or not.  

(1) Did you develop critical and problem-solving skills? (n=27) 

a. 96% agreed 

b. 4% neutral 

(2) Did you develop the skills of creativity and innovation? (n=27) 

a. 85.2% agreed 

b. 14.8% neutral 

(3) Did you develop the skills of collaboration, teamwork, and leadership? (n=27) 

a. 85.2% agreed 

b. 14.8% neutral 

(4) Did you develop the skills of cross-cultural understanding? (n=27) 

a. 81.5% agreed 

b. 11.1% neutral 

c. 7.4% disagreed 

(5) Did you develop the skills of communication and media literacy? (n=27) 



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a. 88.9% agreed 

b. 11.1% neutral 

(6) Did you develop the skills of computing and ICT? (n=27) 

a. 81.5% agreed 

b. 14.9% neutral 

c. 3.6% disagree 

(7) Did you develop the skills of career & self-reliance? (n=27) 

a. 77.8% agree 

b. 18.5% neutral 

c. 3.7% disagreed 

(8) Did you acquire higher-order thinking skills? (n=27) 

a. 74.1% agreed 

b. 25.9% neutral 

(9) Did the interaction with the campus crusade for Christ (CCC) members at the breakout room 

help you improve your English proficiency?  (n=27) 

a.   92.6% agreed 

b.   7.4% disagreed 

(10) Did the interaction with CCC members at the breakout room help you change your 

worldviews and become more interested in foreign cultures?  (n=27) 

a. 96.3% agreed  

b. 3.7% neutral 

(11) Did the visiting professor's lectures change your worldviews and help you to improve 

your English proficiency? (n=27)  

a. 91% agreed. 

b. 9% disagreed  

(12) Was the virtual presentation at the breakout room with Zoom effective in learning 

English? (n=27)   

a. 92.5% agreed 

b. 7.5% neutral 

(13) What type of lessons do you like most? (n=27) 

a. 18.5% Face to face lesson 



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b. 55.6% Synchronous Online Zoom lesson 

c. 7.4% Hybrid lesson 

d. 18.5% Video-on-demand lesson  

 

4. Results/Findings and discussion 

 Virtual online Zoom lessons were carried out for two terms in two classes. According 

to the survey questions about 21st-century skills from questions (1) to (7), almost 80% ~95% of 

students agreed that they developed seven 21st-century skills, enjoyed the Zoom lessons, and 

felt it effectively taught English. Question (8) about acquiring higher-order thinking skills 

indicated that only 3/4, 75% of students could develop it, but 1/4, 25% did not think so. For 

future research, the reason for not developing this skill must be more researched. According to 

questions (9) to (11), more than 90% of students agreed that interacting with foreign English 

speakers a lot every three weeks helped them enhance their English-speaking ability and keen 

on learning other cultures. In addition, by observing the online classroom, students were highly 

engaged in interaction in English to develop their higher-order thinking skills for the digitalized 

society. 

 Last year when the Zoom lesson began, only 30 % of students felt they could learn 

English even with virtual online lessons.  This year I invited many different foreign speakers to 

my virtual Zoom class every three weeks (first term) and every other week (second term) to 

increase the amount of interaction. According to question (12), more than 90% agreed that the 

virtual presentations helped the students improve their English.  Furthermore, questions (13) 

indicated that more than 55% of students liked the online Zoom lesson better than last year's 

questionnaire.  

 We assumed that the CBL project and interaction with CCC members helped students 

improve higher-order thinking skills and critical thinking skills. Inviting the visiting scholars 

during virtual lessons was more manageable as the foreign lecturer significantly helped students 

improve their English proficiency and become more open-minded. To some extent, future 

lessons could be easily integrated with AI and virtual online classes through interactions with 

foreign people.  

 

5. Conclusion 

Living in Society 5.0 with DX due to the rapid advancement of cutting-edge 

technologies, AI/VR will be playing a vital role in language education to deal with urgent, 

complex world problems using AI, VR, and Learning Analytics. This study provided hints for 

21st-century learning to enhance higher-order thinking skills and critical thinking skills through 

online virtual dialogues with CCC members even during the COVID-19 crisis.  

 These results indicate that the integration of the CBL training program with 



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130 
 

presentations played a crucial role in improving the students' overall language proficiency and 

expanding their worldviews. In addition, the students were virtually engaged in interacting more 

with young CCC members to study different worldviews. The results suggest that integrating 

the CBL project with 21st-century skills, including PeerEval, and hybrid learning with Zoom 

virtual classroom teaching, may be an effective way to improve the English proficiency of 

native Japanese undergraduates. In future research, more cognitive sides of examining higher-

order and critical thinking skills, what is going in the brain, should be more carefully researched 

with MRI (Magnetic Resonance Imaging). 

 

References  

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Kepuska, V., & Bohouta, G. (2018, January). Next-generation of virtual personal assistants 

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Japanese edition arranged with Ray Kurzweil c/o Loretta Barrett Books Inc., New York. 

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Serhan, D. (2020). Transitioning from face-to-face to remote learning: Students' attitudes and 

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Acknowledgments 

Soken Grant (2018~2022) and JSPS KAKENHI (2019~2022), Grant in Aid for Scientific 

Research (C), Grant Number: 19K00798 supported this work. 

 

Biodata 

Hiroyuki Obari is a professor emeritus at Aoyama Gakuin University. He now teaches part-time 

in the Faculty of Law, Waseda University, and the Tokyo Institute of Technology graduate 

school. He has been a visiting researcher at the National Institute of Advanced Industrial 

Science and Technology (AIST) since 2006. Born in 1953, he received his BA from the 

University of Oklahoma (Political Science), MA from ICU (International Relations), second 

MA from Columbia University (TESOL), and Ph.D. from the University of Tsukuba (Computer 

Science). He served as a visiting researcher at the University of Oxford (1998, 2007, 

2018~2020). He specializes in CALL, TESOL, Worldview Studies, and Edutec. His recent 

publications include McCarty, S., Obari, H., & Sato, T. (2017). Implementing Mobile Language 

Learning Technologies in Japan. Springer. 

Stephen Lambacher is a professor of English in the School of Social Informatics at Aoyama 

Gakuin University in Tokyo, Japan.  His research and teaching interests include CALL, 

phonetics, pronunciation, and the use of mobile e-learning technologies and social media to 

bolster L2-learning.  He was previously an associate of professor of English at the University 

of Aizu, a computer science university in Fukushima, Japan. 

Hisayo Kikuchi is a professor and coordinator of the English program in the School of Global 

Studies and Collaboration at Aoyama Gakuin University in Tokyo, Japan. Her research and 

teaching interests include CALL, CLIL, and EMI.    

  

 


