International E-Tandems: A Tool for Increasing Student Motivation in the Foreign Language Classroom

Abstract

This study presents findings from an online collaborative project involving students learning English at the University of Paris Nanterre (France) and students learning French at Cornell University (USA). Our main goal was to determine the impact of e-tandems on language learner motivation. During the COVID-19 pandemic, nearly all courses at these two institutions were offered online, a move that greatly complicated the use of interactive group activities. This change represented a major threat to learner motivation and the development of communication skills in the target language. To counteract these effects, language teachers from the two universities organized an online e-tandem program; pairs of students composed of one American learner of French and one French learner of English had three virtual meetings to complete activities relevant to their studies. During these meetings, they were to alternate between speaking English and French. Following each exchange, students completed journal entries about their experience using the target language. Results indicated that the e-tandem program was a positive experience for students, with many reporting higher levels of intended learning effort and being able to see themselves as competent language users. These findings highlight the didactic potential of virtual exchanges.

EFL Teachers’ Attitudes Towards a Glocalized Approach: An International, Mixed-Methods Study

“…Interview data were stored in a shared document between the three authors. To analyze this qualitative data, a coding guide was established following the recommendations of DeCuir-Gunby et al (2011) and Schug and Simon (2023). The raw data were carefully studied, and data codes were determined based on relevant, common themes, and approved by the three authors.…”