The use of computer-mediated activity is undeniably helpful in making the language learning process more effective and meaningful among EFL learners in terms of developing oral skills (Rondrigues & Vethamani, 2015). Current global development has provided more opportunities for educators to adopt online learning methods in helping students become more autonomous in their foreign language learning. Guildhall School of Business and Law always strives to provide opportunities for international learners to enhance their digital skills, soft skills such as effective leadership and management of self and others, teamwork, and communication and EFL linguistic skills to develop reflective, self-aware business practitioners. It has therefore embedded online language coaching (OLC) within its curriculum to enhance students’ effectiveness (Thanasoulas, 2002) and self-awareness in a team environment with respect to project management and influencing within an uncertain organisational and business environment and improve student public speaking.
Research suggests that higher levels of emotional intelligence are linked to better leadership and the ability to cope with pressure (Saini, 2018). And with the rise of artificial intelligence, automation, and other technologies, skills like creativity, originality, problem-solving and the ability to learn will give humans an advantage over machines (The Global Learner Survey, 2019). Ross and Gray reported that coaching has a positive impact on the collective teaching efficacy of any educational institution while other studies have shown improved student learning outcomes, increased educator accountability and commitment (Ovens, 2004).
OLC was used as a transformative tool that would unlock every student’s natural ability since it is proven to ignite new ways of communicating and leading (Bergmann & Sams, 2012). The aim was to allow students to gain a deeper understanding of themselves, find enjoyment in their everyday life as well as improve communication and collaboration by enhancing team dialogues and fostering positive, nurturing relationships that enhance language learning and the development of professional skills. Today’s world is looking for independent, creative, and autonomous learners and coaching enhances educators’ effectiveness. Education needs a coaching approach which can help students enhance their creative thinking, reasoning, and collaboration skills.
The current study employed an OLC approach for 12 two-hour weekly sessions to enhance students’ resilience, mindfulness, adaptability and EFL oral skills. Two experienced EAP senior lecturers, who received extensive training in coaching skills, introduced 4 groups of 25 international students into OLC and engaged them in various tasks. Data were elicited from a pre-test, a post-test, and a survey. Findings indicated that students enjoyed the experience, felt more confident and developed their oral as well as professional skills considerably. Coachees seemed to have developed a stronger sense of self and thought and seemed better equipped to deal with change and stress (Grant et al, 2009; Grant, Green & Rynsaardt, 2010). Overall, coaching seemed to have a positive impact on the collective teaching efficacy and increase student learning outcomes. Today’s curriculum needs to evolve to meet tomorrow’s reality, and lecturers and students need to develop new skills to collaborate effectively, develop their EFL speaking skills, support each other and take action.