Some people may feel that they cannot imagine how and what one can learn through tandem learning. Since tandem learning is conducted based on the principle of learner autonomy, experience in tandem leaning differs largely depending on the learning environment, individual conditions and language levels, as well as, individual learning objectives, language learning histories, and learning styles. Further, teachers and coordinators do not have to have a full understanding of how tandem learning is actually conducted because the practice of tandem learning is left to the individual learners to decide. Therefore, I used a qualitative case study to investigate what kinds of experience learners encountered in tandem learning.
1. Relevant Publications
1.1. Face-to-face Tandem Learning
Wakisaka, M. (2012, August). How tandem learning changes attitude towards learning English: A case study of a Japanese learner. Paper presented at the Independent Learning Association 2012 Conference. Victoria University of Wellington: Wellington, New Zealand.
This paper reports on how tandem learning changed one Japanese learner’s attitude towards learning English. The research is based on multiple data sources, including recordings of tandem sessions, learning diaries, resources used in tandem sessions, email logs, field notes, and post-research interviews. These data are analyzed and constructed into a story. This story suggests that tandem learning helps learners to overcome awkwardness and reluctance to speak in a foreign language.
Wakisaka, M. (2012). Taimenshiki tandem gakushuu no gokeesee ga gakushuusha ootonomii o takameru purosesu: Nihongo gakushuusha to eigo gakushuusha no keesu-sutadi (The process of how reciprocity promotes leaner autonomy: A case study of a Japanese-English tandem pair). Handai Nihongo Kenkyuu 24, 75-102.
This paper examines how the reciprocity principle in tandem learning influences a learner’s cognition and behavior, and fosters learner autonomy in tandem learning. This research focused on an English and Japanese tandem pair in an instrumental single case study. The analysis shows that both learners see his/her partner as an “equal language partner”, which increases the feeling of responsibility for the partner’s learning. Moreover, the responsibility caused by this support generated the responsibility for his/her own learning. These two kinds of responsibilities fostered learner autonomy in planning, and utterance in tandem sessions.
Aoki, N., Wakisaka, M. & Ou, L. (2012, November). Nihon no daigaku kyampasu ni okeru jishusanka o kihontoshita tandem gakushuu purojekuto no kokoromi (Tandem learning as an extracurricular activity on campus of a Japanese university). Paper presented at Dai 9 kai nihongokyooiku- nihonkenkyuu shimpojiumu (The ninth symposium of Japanese-language education and Japanese studies). City University of Hong Kong: China.
The presenters launched a face-to-face tandem learning project on the campus of a Japanese university. This paper gives an overview of the history of tandem learning and describes the process of how presenters set up the project, including the preparation. Moreover, it discusses some traps and difficulties when coordinating the project. It also reports on the result of a questionnaire survey conducted at the end of the academic year. Finally, some remaining issues are discussed.
Wakisaka, M., Ou, L., Aoki, N. (2013, October). Developing a support system for tandem learning. Paper presented at JALT 2013, Kobe Convention Center: Kobe, Japan.
Wakisaka, M., Ou, L., Aoki, N. (2013). Developing a support system for tandem learning. JALT Japanese as a Second Language Newsletter 10(3), 5.
The presenters organized a face-to-face tandem learning project on the campus of Osaka university, Japan. The project is an extracurricular activity for international and local students and participation is voluntary. It was launched in April 2012 and, by the end of the second term of the academic year, more than 60 students had participated. This paper reports on how the project’ s support system was originally designed and, based on a questionnaire survey of the participants at the end of the 2012 spring term, how it was improved in the autumn term in order to solve the problems perceived by the participants.
Aoki, N., Wakisaka, M. & Ou, L. (2013, September). Spoken tandem learning discourse: A case study of a Japanese learner of English. Paper presented at IATEFL Learner Autonomy Special Interest Group (LASIG) 2013. Leibniz Universität Hannover: Hanover, Germany.
This paper analyses three approximately half hour face-to-face tandem conversations, in which an English speaker helps a Japanese learner of English who was doing tandem as part of his in-service teacher education course. It was found that the conversations are different in some significant ways from classroom discourses that involve a teacher and students, and from conversations between a native speaker and a non-native speaker in everyday situations. First, the learner takes control of the development of the discourse. Second, part of the sessions was form-focused. Third, within the agenda that the learner set, the pair exchanged personal information like newly made friends. An interview with the learner has revealed that his prior language learning experience, level of English language proficiency, teaching experience, teacher identity, and the recent introduction to the idea of learner autonomy played a role in his approach to tandem learning.
1.2. eTandem
Wakisaka, M. (2013) E tandem ni oite doitsujin nihongogakushuusha no dooki o henkasaseta yooin (Factors that influenced the motivation of a German learner of Japanese in eTandem). Handai Nihongo Kenkyuu 25, 105-135.
This paper describes what kind of factors influenced the motivation of a German learner of Japanese, David, in eTandem. The methodology of this research is the instrumental single case study, based on a multiple data set. The results show that his motivation was increased by three factors: 1) he could freely express himself; 2) he could learn about Japanese culture and how to use the Japanese language through the interaction with a native speaker; 3) he could perceive his language improvement. On the other hand, his motivation was decreased by feelings of stress not directly related to the eTandem project and by the burden imposed by the fixed framework.
2. Links
大阪大学文学部・文学研究科タンデム学習プロジェクト
ハノーファー大学言語センター（FSZ, Leibniz Universität Hannover）
eTandem Europa
Im Tandem lernen (Ruhr-Universität Bochum)
First International Meeting on Foreign Language Learning in Tandem: Past, Present and Future (INFLIT)
Metikos European Project
SEAGULL –tandem
Teletandem Brasil