Rethinking virtual exchange: EFL learner and TESOL teacher candidate partnerships

Abstract

This study examined English as a foreign language (EFL) participants’ language development and learner autonomy via a virtual exchange. Although research has shown that virtually partnering second language (L2) learners with other L2 learners is beneficial to second language acquisition (SLA) (Lenkaitis, 2019), little research exists on the effects of connecting L2 learners with language teacher candidates through virtual
exchange (Akiyama & Cunningham, 2018). Eight (n = 8) EFL learners from Colombia interacted with
teaching English to speakers of other languages (TESOL) teacher candidates in the United States via
videoconferencing for six weeks. Participants self-assessed their synchronous sessions and watched
their recordings in order to reflect on their language development, as well as on what they specifically
noticed (Schmidt, 1990) about their SLA. Results from quantitative and qualitative data showed not only
that participants’ awareness of their English development increased, but also that incorporating a virtual
exchange into coursework is valuable for language development and learner autonomy.