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These virtual platforms allow easily observable and assessable student activity, and may provide access to virtual partnerships. One example is that of the Skype in the Classroom,<ref>{{cite web |url=https://www.skypeintheclassroom.org/ |title=Microsoft in Education |publisher=Skype in the Classroom |date= |accessdate=2016-01-20 |deadurl=yes |archiveurl=https://web.archive.org/web/20160307161907/http://skypeintheclassroom.org/ |archivedate=2016-03-07 |df= }}</ref> part of [[Skype]], an online telephony platform. It hosts a ready-made activity called Mystery Skype, where classes have to guess where in the world their exchange-class is based. This is a simple, easily adaptable task that could be easily integrated into normal classroom activity.
Video reviews of Tandem Language Learning<ref>{{cite web|url=https://www.youtube.com/watch?v=2mMYc77Pm3g |title=Informative speech: Tandem language learning |publisher=YouTube |date=2014-05-19 |accessdate=2016-01-20}}</ref> exchanges are available on YouTube
Tandem Language Exchange<ref>{{Cite news|url=http://www.tandem.net|title=Tandem Language Exchange|last=|first=|date=|work=|access-date=2018-04-09|language=en}}</ref> is an app, licensed by the TANDEM Fundazioa, which allows learners to connect and practice the Tandem method together via video chat and [[instant messaging]].
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== Tandem learning using the Cormier Method ==
According to Chang & Kuo (2009) <ref>{{Cite book|url=https://www.worldcat.org/oclc/430984238|title=Learning culture and language through ICTs : methods for enhanced instruction|date=2009|publisher=Information Science Reference|others=Chang, Maiga, 1974-, Kuo, Chen-Wo.|isbn=9781605661667|___location=Hershey PA|oclc=430984238}}</ref> the Cormier method is based on instructions in which small groups of learners with different mother tongues interact for in-tandem learning to occur. Devised by Helene Cormier, a language teacher at Club d'échange linguistique de Montréal language school (CELM), the participants develop conversations that are aimed to consolidate developed skills in the areas of listening, comprehension, vocabulary and pronunciation.
Participants of this language exchange can experience how native speakers interact through text, voice and video chat. The sessions take about roughly one hour, in which the participants speak in one language for thirty minutes and then switch to the other language for the following thirty minutes. Additionally, through this experience the learners have the chance to learn something from their peers’ culture by using the target language accordingly.
In Mullaiselvan Mohan’s (2016) <ref>{{Cite web|url=https://sites.google.com/site/mullais/Home/misc/cormier-method|title=Cormier method - mullais|website=sites.google.com|access-date=2018-02-14}}</ref> Google site, there are five recommendations that should be taken into account in order to develop sessions with the Cormier method.
These include:
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* Not correcting grammar all the time, but striving for communication
* Being considerate to others
Abdulezer et al (2007) <ref>{{Cite book|url=https://www.worldcat.org/oclc/85838113|title=Skype for dummies|last=Loren.|first=Abdulezer,|date=2007|publisher=Wiley Pub|others=Abdulezer, Susan., Dammond, Howard., Zennström, Niklas.|isbn=0470048913|___location=Hoboken, N.J.|oclc=85838113}}</ref> state that the Cormier method is implemented in mylanguageexchange.com, a formal language-learning site, which recommends the implementation of Skype since it is free, mobile and easy to install in most electronic devices that possess a webcam and a microphone. Through the use of Skype audio conferencing learners are able to formulate small groups and use the built-in timer in Skype to maintain the rotation of languages.
Advantages:
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Cormier’s method is a simple approach to e-tandem learning that has clearly had success, particularly with the use of Skype. Implementing such a method is possible with relative ease, but there are drawbacks as previously discussed. However, with an abundance of new technologies emerging, different and improved approaches to that of Cormier may have even greater success in the future. These tools could be utilised to incorporate language-learning beginners, as well as improve upon the accessibility to learners in countries where Skype may not be available. Alternative digital tools such as Google Hangouts, Viber, ooVoo, WeChat and many more means that e-tandem learning and telecollaboration will be an area of language learning that continues to grow and prosper.
== Why tandem language learning does not always work
Tandem language learning is in theory a great idea that reaps various linguistic and cultural benefits. Students of different nationalities can learn from each other for free. However, there are various reasons that may not allow this to work (Drummer, 2012).<ref name=":0">{{Cite news|url=https://agnieszkadrummer.wordpress.com/2012/11/02/dlaczego-tandemy-jezykowe-czesto-nie-dzialaja/|title=Dlaczego tandemy językowe często
* '''Lack of sufficient amount of foreign students who wish to study a particular minority language''' (such as Polish, Maltese and others). Even if speakers of minority languages want to learn more popular ones such as English or German, they may find difficulty to find others who are interested in theirs. Minority languages are not very attractive in the world market of [[
# Insufficient knowledge: Native speakers may lack sufficient knowledge to teach their own language to others. It may also be very challenging and time consuming for students to be methodologically and pedagogically apt to design meaningful learning experiences (Drummer, 2012).<ref name=":0" />
▲* '''Participants´expertise:''' this may involve two factors:<br>
# Error correction: According to Py (2000)<ref>{{Cite journal|last=Py|first=B|date=2000|title=La construction interactive de la norm comme pratique et come representation|url=|journal=Aile|volume=12|
* '''Task design''': If the online language interaction lacks proper integration within the learning process and the course curriculum, displays no pedagogical leadership and has carelessly designed tasks, the value of tandem language learning can be downplayed by both students and teachers alike (O´Dowd, 2013).<ref>O'Dowd, R. (2013). Telecollaboration and CALL. In Thomas, M., Reinders, H., & Warshauer, M. (Eds.) ''Contemporary computer-assisted language learning''. London: Bloomsbury Academic. pp. 123-140. Retrieved from <nowiki>http://site.ebrary.com/lib/uon/detail.action?docID=10632566</nowiki></ref>
▲# Insufficient knowledge: Native speakers may lack sufficient knowledge to teach their own language to others. It may also be very challenging and time consuming for students to be methodologically and pedagogically apt to design meaningful learning experiences (Drummer, 2012)<ref name=":0" />.
* '''Affordances of technology:''' Technology can sometimes come in the way of successful online intercultural exchanges. Lewis (2017)<ref>Lewis, T. (2017). Introduction to system special issue on telecollaboration. ''System,'' ''64'', 1-6. doi:10.1016/j.system.2017.01.007</ref> argues that there may be a non - alignment of visual input and output when using certain conferencing technologies such as [[Skype]]. Consequently, students will appear to be socially absent from the conversation which will bring about miscommunication. Moreover, the affordances of [[Teleconference|teleconferencing]] can undermine actual communication by interrupting the usual process of indicating social presence that includes looking directly at the interlocutor. Hence, if students by mistake signal themselves as socially absent from the other teleconference participants, it can contribute to their exclusion from the conversation.
▲# Error correction: According to Py (2000)<ref>{{Cite journal|last=Py|first=B|date=2000|title=La construction interactive de la norm comme pratique et come representation|url=|journal=Aile|volume=12|page=77-97|pages=|via=}}</ref> as cited in Cappellini (2016)<ref>{{Cite journal|last=Cappellini|first=M|date=2016|title=Roles and Scaffolding in Teletandem Interactions: A Study of the Relations between the Sociocultural and the Language Learning Dimensions in a French-Chinese Teletandem|url=doi 10.1080/17501229.2016.1134859|journal=Innovation in Language Learning and Teaching|volume=10 (1)|pages=6-20|via=}}</ref> novice learners speaking in a foreign language during tandem programmes may make mistakes which provoke interruptions from the language experts that aim to correct the error. Such interruptions may hinder the flow of the conversation, disturb the fluency of the novice speaker and produce further foreign language anxieties.<br>
* '''Cultural issues:''' Telles (2015)<ref name=":1">{{Cite journal|last=Telles|first=João Antonio|last2=Telles|first2=João Antonio|date=March 2015|title=Teletandem and performativity|url=http://www.scielo.br/scielo.php?script=sci_abstract&pid=S1984-63982015000100001&lng=en&nrm=iso&tlng=en|journal=Revista Brasileira de Linguística Aplicada|volume=15|issue=1|pages=1–30|doi=10.1590/1984-639820155536|issn=1984-6398}}</ref> implies that during tandem programmes when comparing cultures, students may share their subjective opinions and reinforce intercultural [[
To conclude, in theory, language tandem is a great idea and at times it may be beneficial. However, it requires a mutual effort from both parties, time and synchronization. If one of the parties is not satisfied with the learning experience, the tandem language experience may not be a successful educational endeavour (Drummer, 2012).<ref name=":0" />
▲* '''Task design''': If the online language interaction lacks proper integration within the learning process and the course curriculum, displays no pedagogical leadership and has carelessly designed tasks, the value of tandem language learning can be downplayed by both students and teachers alike (O´Dowd, 2013)<ref>O'Dowd, R. (2013). Telecollaboration and CALL. In Thomas, M., Reinders, H., & Warshauer, M. (Eds.) ''Contemporary computer-assisted language learning''. London: Bloomsbury Academic. pp. 123-140. Retrieved from <nowiki>http://site.ebrary.com/lib/uon/detail.action?docID=10632566</nowiki></ref>. <br>
▲* '''Affordances of technology:''' Technology can sometimes come in the way of successful online intercultural exchanges. Lewis (2017)<ref>Lewis, T. (2017). Introduction to system special issue on telecollaboration. ''System,'' ''64'', 1-6. doi:10.1016/j.system.2017.01.007</ref> argues that there may be a non - alignment of visual input and output when using certain conferencing technologies such as [[Skype]]. Consequently, students will appear to be socially absent from the conversation which will bring about miscommunication. Moreover, the affordances of [[Teleconference|teleconferencing]] can undermine actual communication by interrupting the usual process of indicating social presence that includes looking directly at the interlocutor. Hence, if students by mistake signal themselves as socially absent from the other teleconference participants, it can contribute to their exclusion from the conversation.<br>
▲* '''Cultural issues:''' Telles (2015)<ref name=":1">{{Cite journal|last=Telles|first=João Antonio|last2=Telles|first2=João Antonio|date=March 2015|title=Teletandem and performativity|url=http://www.scielo.br/scielo.php?script=sci_abstract&pid=S1984-63982015000100001&lng=en&nrm=iso&tlng=en|journal=Revista Brasileira de Linguística Aplicada|volume=15|issue=1|pages=1–30|doi=10.1590/1984-639820155536|issn=1984-6398}}</ref> implies that during tandem programmes when comparing cultures, students may share their subjective opinions and reinforce intercultural [[Stereotype|stereotypes]] that may create a hostile discourse and interrupt the flow of the conversations. To this end, he suggests that without teacher interventions tele tandem interactions “may fall into shallow performances of sedimented and pre-given representations of self and other” (Telles, 2015, p.1)<ref name=":1" />. This tallies with O’ Dowd (2013)’s<ref name="O'Dowd2013" /> views who sustains that preconceptions of the other learner's culture can affect learners’ proactive attitudes and levels of participation in the exchange (O´Dowd, 2015 as cited in O´Dowd, 2013)<ref name="O'Dowd2013" />. <br>
▲To conclude, in theory, language tandem is a great idea and at times it may be beneficial. However, it requires a mutual effort from both parties, time and synchronization. If one of the parties is not satisfied with the learning experience, the tandem language experience may not be a successful educational endeavour (Drummer, 2012)<ref name=":0" />.
==References==
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