E-tandem learning and autonomous learning: Learners' perceptions of benefits and challenges

Abstract

Higher education institutions are increasingly adopting innovative and technology-enhanced classroom models to foster more autonomous learning environments. Due to its emphasis on developing learner autonomy, tandem and e-tandem learning have been gaining significant attention and popularity, driven by the growing use of technology in classrooms and virtual learning platforms. E-tandem learning, an extension of tandem learning, utilizes telecommunication tools to facilitate language exchange. Despite the rising popularity of this pedagogical approach as a means to encourage learner autonomy, research on learners’ perceptions of e-tandem learning remains limited.  The e-tandem program in this study is designed to provide extra-curricular speaking practice opportunities for Chinese learners and English learners at an English-Medium Instruction (EMI) university. This research aims to explore participants’ perceptions of the benefits and challenges of their e-tandem learning experiences, utilizing a popular online platform. The findings are expected to inform educators in facilitating and implementing e-tandem learning programs effectively, thereby fostering learner autonomy and ensuring successful learning outcomes.  Two e-tandem programs were conducted, lasting seven and four weeks, respectively. Semi-structured individual interviews were performed to identify the beneficial and challenging factors perceived by participants. Thematic analysis was utilized to analyze the recorded text. The research focused on four aspects of the e-tandem program to which students were predominantly exposed: content, partner, teacher, and timing. While some findings align with existing literature, a substantial number of new insights have also been identified, necessitating essential considerations for educators in the design and implementation of effective e-tandem programs. This presentation will be of interest to language teachers seeking to explore the use of bilingual e-tandem programs and to promote autonomous learning among students.