1. Ana Barba and Carlos Lozan

2. Leading idea
How can online voice tandem exchanges using
Skype can be best exploited in a class
curriculum, and how can Web 2.0 technologies
enable a community of learners to support the
exchanges?

3. Key concepts
How can online voice tandem exchanges using
Skype can be best exploited in a class
curriculum, and how can Web 2.0 technologies
enable a community of learners to support the
exchanges?

4. Key concepts
How can online voice tandem exchanges using
Skype can be best exploited in a class
curriculum, and how can Web 2.0 technologies
enable a community of learners to support the
exchanges?

5. Key concepts
How can online voice tandem exchanges using
Skype can be best exploited in a class
curriculum, and how can Web 2.0 technologies
enable a community of learners to support the
exchanges?

6. Key concepts
Tandem Language Learning
The Principle of Learner Autonomy
To hand over to the student control over
her own learning while not leaving this
student entirely on her own.
 The Principle of Reciprocity
Both members in a tandem exchange need to
invest equal effort and time, and thus benefit in a
similar way.

7. Key concepts
Skype
Skype fosters communication between
distantly separated users. BUT its mere
existence is not enough to benefit language
learners in an organized, structured way.

8. Benefits and Challenges
Benefits Challenges
 Access to native Scheduling
speakers Comfort
Motivation
How to address those benefits and
challenges?
Tasks

9. Desirable Qualities in Tandem
Tasks
 Emphasis on communication
 Goal-oriented aspect for both L1 and L2
speakers at all times
 Maximal exploitation of native-speaker
interaction

10. Desirable Qualities in Tandem
Tasks
 Emphasis on communication
 Goal-oriented aspect for both L1 and L2
speakers at all times
 Maximal exploitation of native-speaker
interaction

11. Desirable Qualities in Tandem
Tasks
 Emphasis on communication
 Goal-oriented aspect for both L1 and L2
speakers at all times
 Maximal exploitation of native-speaker
interaction

12. Desirable Qualities in Tandem
Tasks
 Emphasis on communication
 Goal-oriented aspect for both L1 and L2
speakers at all times
 Maximal exploitation of native-speaker
interaction

13. The case
 Title of the study: 2007 Tsuda College/SDSU SKYPE
Tandem Exchange.
 Context where the study was conducted: Tsuda College ,
Tokyo; San Diego State university.
 Researchers: Tony Mullen (Tsuda College), Christine Appel
(Universitat de Catalunya), Trevor Sanklin (San Diego
University).
 Keywords: Autonomy – Peer to peer-Reciprocity- Skype-
Tandem Language Exchange.
 Summary: In this case study two groups of native
speakers of each other’s target language, Japanese and
English, are engaged in virtual conversations. These
conversations are based on specific tasks, which are
carried out through Skype. Students are free to select pairs
and set appointments for the conversation.

14. The case
 Participants: College and university students.
 Objectives: To explore ways online voice
tandem exchanges using Skype can be best
exploited in a class curriculum.
To investigate ways that web 2.0 technologies
can enable a community of learners to support
the exchanges.

15. The case
 Main theories: Tandem Language Learning- Task-Based
Learning-
 Methodology (activities): Students are signed up in a Skype
Moodle class, where both teachers and students can schedule
classes, share resources, and post assignments. Students write
to different people and wait for their answer to arrange a tandem
conversation. Afterwards, cooperative partners have to carry out
four tasks weekly. Tasks are basically picture description:
guessing differences, and finding out whether they are correct or
not. At the end of each week students are asked about the most
and least difficult task and why.
 Sources: Skype, API to develop plug-ins for skype, and moodle
platform.
 Associations: Tsuda College and San Diego State university.
 Sponsors: funds from Tsuda English Coordination Center
(TECC) of Tsuda College.

16. The case
Conclusions:
 The use of technologies is not enough if there is
no pedagogical intervention.
 Tandem principles make the most out of Ss
exchanges
 Web 2.0 makes easier learner-native exchanges
 Moodle adds a sustainable aspect to the
exchanges.
 Tasks allowed a meaningful integration of Skype
tandem exchange and a language course
Future research:

17. Why is it a significative
experience?
 According to the MEN a significative
experience is a a:
“Práctica concreta y sistemática de enseñanza
y aprendizaje, de gestión o de relaciones con
la
comunidad que ha mejorado procesos y
demuestra resultados”.
This case study is significative because it has a
strong coherent pedagogical framework and the
data and results are being used to develop an
application for future use.

18. Reference
 Mulen, T., Appel, C., Shanklin, T. (2009).
Skype-based tandem language learning and
web 2.0. In M. Thomas (Ed). Handbook of
research on web 2.0 and second language
learning (pp. 101-118). Hershey, NY:
Information Science Reference.