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This paper presents the findings of a six-week telecollaborative project between sixteen American students enrolled in a second-semester German class at an American university and sixteen German students enrolled in an advanced English course at a high school in Germany. Students discussed various cultural topics with their partner in two e-mails per week. The study strove to reveal the American college students' understanding of their own and of German culture, their interest in cultural learning, and possible changes therein through telecollaboration. Moreover, the study aimed at exploring if intercultural competence can be exhibited, and thus assessed, through an e-mail exchange. For that purpose, Byram's model of intercultural competence (1997) was used for the data analysis. In addition, pre- and post-surveys were administered to help answer one of the research questions. The results of the study revealed that students' interest in cultural learning did not change significantly. Additionally, the results showed that the majority of Byram's objectives can be demonstrated in an e-mail exchange. (Contains 2 notes.)

Tandem language learning--a configuration involving pairs of learners with complementary target/native languages--is an underexploited but potentially very powerful use of computer-mediated communication (CMC) in second-language pedagogy. Tandem offers the benefits of authentic, culturally grounded interaction, while also promoting a pedagogical focus among participants. CMC-based tandem promises, in addition, those benefits believed to accrue from text-based interaction, in particular, promotion of conscious attention to language forms in the course of meaningful communication. This paper presents data from a study based on the spontaneous interactions of tandem partners during a weekly, term-long synchronous exchange based in a MOO (Object-Oriented Multi-User Domain). It begins with an introduction to the concept of tandem language learning. The theoretical background, sketched briefly, is a model of instructed second-language acquisition that emphasizes the role of metalinguistic awareness. The empirical section examines negotiation of meaning, a discourse phenomenon held to bring about metalinguistic focus, and, more specifically, signal form and focus. The study analyzes learner interactions along the parameters of home country (Ireland or Germany), current tandem role (NS or NNS), and utterance language. It is suggested that the behaviors observed in this project have their roots in both the tandem learning setup and the text-based medium. (Contains 7 tables and 8 notes.)

Tandem language learning occurs when two learners of different native languages work together to help each other learn the other language. First used in face-to-face contexts, Tandem is now increasingly being used by language-learning partners located in different countries who are linked via various forms of electronic communication, a context that has become known as eTandem. In addition to providing a brief account of the history of Tandem and eTandem, this paper provides a comprehensive overview of electronic communication media suitable for eTandem, both asynchronous and synchronous, from the telephone and email to amateur radio and business-quality videoconferencing. Finally, the Electronic Network for Language And Culture Exchange (ENLACE) is introduced, a Web-based medium through which users of Windows, Macintosh, and Unix-based computers can find language learning partners and engage in eTandem language learning using synchronous text chat alone or in combination with video and/or audio conferencing.