The value of mediation for task design and implementation in a US-China virtual exchange

The use of Virtual Exchange (VE) to connect Student Teachers (STs) with learners as part their preparation is an area growing interest (e.g. Adnan, 2017; Arnold, Ducate, Lomicka, & Lord, 2005; Dooly Sadler, 2013; Üzüm, Akayoğlu, Yazan, 2020). There has also been in issues task design VE (Arnold et al., Hampel, 2006, 2010; Hauck, Kurek Müller-Hartmann, O’Dowd Ware, 2009). This study involved US-based Teaching English for Speakers Other Languages (TESOL) STs designing tasks a Foreign Language (EFL) China through the mediation classroom teacher China. We explore following questions: What structure that took place during three stages (design, implementation, and evaluation)? mediated by process implementation this VE? factors influence successful tasks? Data were collected from email Google Groups posts participants. analysis, supported information participant observer emails instructor notes, focused on development teams’ feedback. Results showed major areas EFL teacher: socio-institutional contexts (implementation schedule, access technology, cultures-of-use), differences learning purpose (genre, selection elements, student interests), gaps language proficiency. Revisions these helped localize better meet curricular demands interests. Timely was essential completion. Implications further research are discussed.