Awareness and Corrective Feedback in Social CALL, Tandems, and E-Tandems


  • Gabriel Guillén



Previous studies have identified advantages for second language
learning in computer mediated settings (Kern, 1995, Warschauer,
1997, Blake, 2008), particularly through online intercultural
collaboration (Furstenberg et al, 2001, Vinagre, 2005, O’Dowd, 2007,
Bower & Kawaguchi, 2011). However, face-to-face (tandems) and
online (e-tandems) language exchanges remain peripheral to foreign
language education (O’Dowd, 2010, 2013) and rely heavily on
instructor guidance (Beltz, 2003, Bower & Kawaguchi, 2011), in spite
of the proliferation of Language Learning Social Networking Sites
(LLSNs) such as Livemocha, Busuu, Shared Talk, and The Mixxer
(Dickinson College). In response, this paper analyzes tandem and
social Computer Assisted Language Learning (sCALL) awareness and
experiences among students and instructors of Spanish at the college
level by means of a survey and two pilot studies on tandem learning.
The results of this research should encourage administrators and
instructors to support tandem learning and implement tandem and
sCALL activities as co-curricular, semi-guided projects. The need of
preparation for the tandem experience is also emphasized, particularly
in regards to corrective feedback.