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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.
There are five recommendations that should be taken into account in order to develop sessions with the Cormier method.<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 |first=Mullaiselvan |last=Mohan}}</ref> These include:
* Utilising the timer accordingly
* Taking charge of your own learning when speaking in your second language
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# 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.<ref name="Drummer" />
# Error correction: 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.<ref>{{Cite journal|last=Py|first=B|date=2000|title=La construction interactive de la norm comme pratique et come representation|journal=Aile|volume=12|pages=77–97}} As cited in {{harvtxt|Cappellini|2016}}</ref> Such interruptions may hinder the flow of the conversation, disturb the fluency of the novice speaker and produce further foreign language anxieties.<ref>{{Cite news|url=http://www.idyoma.com/blog/2018/7/17/best-way-to-learn-spanish|title=The Best Way to Learn Spanish: A Process That Works for You|work=Idyoma|access-date=2018-07-20|language=en-GB}}</ref>
* '''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.{{sfn|O'Dowd|2013}}
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