Designing and Supporting Virtual Exchange: The Case of Chinese–English e-Tandem

This article examines how adult distance learners with limited levels of second language (L2) proficiency can engage in and benefit from e-tandem learning to what extent intercultural takes place the context a six-week guided project. While UK participants have completed one-year beginners’ Chinese course at Open University, their level remains modest (between A1 A2 on Common European Framework Reference scale). Their counterparts are undergraduates Beijing Foreign Studies University eight years studying English behind them majoring English. asymmetry presents particular challenges. Through analysis email exchanges, transcripts Skype conversations interviews, surveys, diaries, we research learner engagement development as well identifying areas where design exchange might be improved support for less advanced strengthened. Our findings suggest that while there is significant evidence L2 learning, this come high price learners. conclusion, based participant feedback, outlines modifications standard model which provide more effective those who struggling make challenging but equally enriching experience. These pedagogical implications future projects, best exchanges involving asymmetry, or proficiency.