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Foreign Language (FL) classrooms should be places where, at a minimum, communication is taking place in the foreign language being taught and intercultural understanding is also being developed. However, in countries where the majority of students are from a single cultural background, it is often difficult to keep students on-task if they do not have to use the language they are studying. Virtual Exchange (VE) ensures students interact with their online peers in the FL, as it becomes the lingua-franca. However, student attitudes toward such VE in the FL classroom are still not fully understood. This paper researches students' attitudes toward one VE, the International Virtual Exchange Project (IVEProject). Each iteration of the IVEProject is for eight weeks. Students interact asynchronously on Moodle forums in text, audio, and video. More than 15,000 students from 15 countries have participated in at least one of the VE carried out since 2016. Online surveys are carried out at the end of each exchange. Results suggest students have an overall positive attitude toward incorporating VE into FL and intercultural classes. [For the complete proceedings, see ED600837.]

Assessing student presentations can be made more reliable with video-recording and post-performance rating. Further, self assessment and peer assessment can aid in the learning process by students when using specific, easy-to-understand rubrics. A ten-year action research study involved video-recorded performance assessment tasks using a free, open-source Moodle module developed by Sapporo Gakuin University. The Video Assessment Module (VAM) allowed teachers to video record English presentations and upload them to the module for students for self and peer assessment on specific rubrics using qualitative and quantitative criteria. When compared to paper rubrics, the VAM reduced teacher management time and students could use out-of-class time to assess asynchronously without time pressure. Results showed that there was a higher difference in teacher variance for self assessment when compared to teacher variance with peer assessment. Qualitative and quantitative results reported value in using the tool by both students and teachers. This study also showed that students can be trained to use online rubrics to score presentations efficiently, giving further validity for using and developing online modules for video assessment. [For the complete proceedings, see ED600837.]