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

Tim Lewis,Kan Qian

doi:10.3828/mlo.v0i0.372

Abstract

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

Highlights

English-speaking learners of Chinese face significant difficulties in memorizing large amounts of characters containing lexical information, in dealing with unfamiliar syntax, in learning Romanized pinyin form and character script, and above all in mastering tone-based pronunciation (Kan, Owen, and Bax 56–71; Shen 50–2)
For her part, found that while the Mandarin Chinese produced by American learners increased in quantity in the course of a ten-week exchange, gains in quality were less evident
Our analysis focused on critical incidents, or “situations in which a misunderstanding, problem, or conflict arises as a result of the cultural differences of the interacting parties, or a problem of cross-cultural adaptation and communication” (Apedaile and Schill 7)

Summary

Introduction

English-speaking learners of Chinese face significant difficulties in memorizing large amounts of characters containing lexical information, in dealing with unfamiliar syntax, in learning Romanized pinyin form and character script, and above all in mastering tone-based pronunciation (Kan, Owen, and Bax 56–71; Shen 50–2). The past decade, has seen a significant growth in the number of virtual exchanges between Europe and China, as reported in a range of publications (e.g. Cappellini 1–15; Kan, Stickler, and Zhu 131–43; Ruan and Medwell 362–92; Jin 193–219). Stickler, and Zhu concluded that the perceived benefits of e-tandem learning include: practising colloquial expressions; learning about aspects of culture; increased personal confidence; the satisfaction of helping partners; and taking part in authentic communication [135]. Jin, for her part, found that while the Mandarin Chinese produced by American learners increased in quantity in the course of a ten-week exchange, gains in quality were less evident. Their students reported that using SNS technology, which promoted social presence, they developed writing and reading skills more than speaking and listening skills [374]

Objectives

Methods

Results

Conclusion