Connecting CALL and second language development : e-tandem learning of Japanese

The type of CALL activity chosen in this chapter is electronic tandem (e-tandem for short, Cziko 2004), an activity in which participants engage in tele-collaboration (Ware & Cañado 2007) via text-based Synchronous Computer Mediated Communication (SCMC). In L2 e-tandem learning, a group of L2 students engages in a learning interaction with another group of students who are native speakers of that language. These, in turn, are also learners of a second language, which is the native language of the first group. So, each group is, alter natively, learning from, or teaching the other group (cf. Lewis & Walker 2003 for detailed explanations of tandem language learning). In recent years, research on e-tandem has grown in the field of SLA. Studies on e-tandem learning show how learners can use negotiation opportunities qualitatively and quantitatively when communication problems occur (Iwasaki & Oliver 2003; Sotillo 2005; Lee 2006; Ware & O’Dowd 2008; Bower & Kawaguchi 2011). Other CALL-related studies deal with technological design, students’ evaluation or perception and cultural issues. So far few studies on e-tandem have examined the effectiveness of CALL activities on L2 development (e.g., Bower & Kawaguchi 2011; Iwasaki & Oliver 2003). For learners, teachers and researchers it is important to be aware of language development when experimenting and practicing CALL in order to make it more meaningful.