Exploring language learning and corrective feedback in an eTandem project

Abstract Many studies about eTandem and language learning stem from learners in Western institutions of higher education. Unfortunately, there is a lack research investigating the telecollaboration regarding development between East West. Against this backdrop, small-scale, six-week Chinese-English project focusing on learners’ processes experiences was undertaken nine Chinese university students English China British UK. Multiple datasets were collected diaries, synchronous Skype communication recordings, email exchanges, interviews post-project survey. This paper reports main error types made by L2 correction strategies provided partners competent L1 speakers, along with how participants responded to corrections. A thorough analysis data indicated three linguistic errors written tasks English: grammatical, lexical idiomatic expressions. Another finding that, although explicit most commonly used strategy preferred explanations examples. In addition previously established gains learning, such as authentic communication, forging friendship promoting intercultural awareness, positive responses partners’ corrections another major benefit our data. Our study pinpoints importance both pre-project training error-correction examples respond partner feedback future projects.