Tandem language exchange application: A telecollaborative experience of linguistic and cultural exchange

Ibrahim Halil Topal 1 *
More Detail
1 Gazi University, Ankara, TÜRKİYE* Corresponding Author
Journal of Digital Educational Technology, 4(1), 2024, ep2408,
Published: 27 February 2024
OPEN ACCESS   245 Views   155 Downloads
Download Full Text (PDF)


Limited opportunities for language practice, especially productive skills, have constantly been a concern voiced by language learners. Recent technological advancements have addressed this need through mobile applications. One such application is Tandem: Language Exchange, bringing together language learners with similar goals worldwide to practice their language of interest. To this end, this review evaluated the app in focus: An introduction, utilizing the technology for language teaching and challenges in using the technology for language teaching, and a conclusion. Following this framework, the evaluation revealed that the app provided customized learning preferences and fostered productive skills practice, multimodal feedback, and intercultural awareness. However, the misuse of the app, the participants’ linguistic expertise, the potential emergence of cultural issues, and data security raised concerns over its use. Ultimately, the review recommended the app as an educational opportunity and an entertaining digital learning environment.


Topal, I. H. (2024). Tandem language exchange application: A telecollaborative experience of linguistic and cultural exchange. Journal of Digital Educational Technology, 4(1), ep2408.


  1. Aubrey, S. (2022). Dynamic engagement in second language computer-mediated collaborative writing tasks: Does communication mode matter? Studies in Second Language Learning and Teaching, 12(1), 59-86.
  2. Baleghizadeh, S., & Oladrostam, E. (2010). The effect of mobile assisted language learning (MALL) on grammatical accuracy of EFL students. Mextesol Journal, 34(2), 77-86.
  3. Barbosa, M. W., & Ferreira-Lopes, L. (2023). Emerging trends in telecollaboration and virtual exchange: A bibliometric study. Educational Review, 75(3), 558-586.
  4. Britt, B. C., & Britt, R. K. (2021). From waifus to whales: The evolution of discourse in a mobile game-based competitive community of practice. Mobile Media & Communication, 9(1), 3-29.
  5. Carluccio, A., & Rubakova, I. (2019). The tandem app role in the informal learning of Italian language among Russian speaking students. In Proceedings of the ICERI2019 (pp. 11596-11603). IATED.
  6. Chen, J. J., & Yang, S. C. (2016). Promoting cross-cultural understanding and language use in research-oriented Internet-mediated intercultural exchange. Computer Assisted Language Learning, 29(2), 262-288.
  7. Chen, Y. C. (2022). Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety. Computer Assisted Language Learning.
  8. Dugartsyrenova, V. A., & Sardegna, V. G. (2019). Raising intercultural awareness through voice-based telecollaboration: Perceptions, uses, and recommendations. Innovation in Language Learning and Teaching, 13(3), 205-220.
  9. Ebadi, S., & Azizimajd, H. (2023). Exploring the impact of role-playing in clubhouse on the oral fluency and willingness to communicate of EFL learners. Education and Information Technologies.
  10. Elo, J., & Pörn, M. (2021). Challenges of implementing authenticity of tandem learning in formal language education. International Journal of Bilingual Education and Bilingualism, 24(6), 771-784.
  11. Eren, O. (2023). Raising critical cultural awareness through telecollaboration: Insights for pre-service teacher education. Computer Assisted Language Learning, 36(3), 288-311.
  12. Freiermuth, M. R., & Huang, H. C. (2021). Zooming across cultures: Can a telecollaborative video exchange between language learning partners further the development of intercultural competences? Foreign Language Annals, 54(1), 185-206.
  13. Gajić, T. D., & Maenza, N. M. (2022). Attitudes and perceptions towards popular language learning apps: Comparison and analysis. Uzdanica [Hope], 19(2), 229-244.
  14. Gholami Pasand, P., & Hassaskhah, J. (2023). Developmental patterns of intercultural sensitivity in an online community of practice: Evidence from Iranian EFL learners. The Asia-Pacific Education Researcher, 1-15.
  15. Godwin-Jones, R. (2021). Evolving technologies for language learning. Language Learning & Technology, 25(3), 6-26.
  16. Godwin-Jones, R. (2023). Presence and agency in real and virtual spaces: The promise of extended reality for language learning. Language Learning & Technology, 27(3), 6-26.
  17. Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285.
  18. Ji, J., & He, S. (2020). Chinese language learners’ participation in a WeChat online community of practice. Journal of Technology & Chinese Language Teaching, 11(2), 93-112.
  19. Kartchava, E., & Nassaji, H. (2021). Corrective feedback in mobile technology-mediated contexts. In H. Nassaji, & E. Kartchava (Eds.), The Cambridge handbook of corrective feedback in second language learning and teaching (pp. 520-538). Cambridge University Press.
  20. Kinoshita, Y. (2008). Using an audio-video chat program in language learning. In F. Zhang, & B. Barber (Eds.), Handbook of research on computer-enhanced language acquisition and learning (pp. 507-520). IGI Global.
  21. Ko, C. J. (2012). Can synchronous computer-mediated communication (CMC) help beginning-level foreign language learners speak? Computer Assisted Language Learning, 25(3), 217-236.
  22. Kohnke, L., & Moorhouse, B. L. (2022). ‘There’s an app for that!’ Writing technology reviews for academic journals. RELC Journal, 53(1), 261-265.
  23. Koroglu, Z. C., & Kimsesiz, F. (2023). Use of game-based teaching and learning to foster intercultural communication in English language education. In E. Meletiadou (Ed.), Handbook of research on fostering social justice through intercultural and multilingual communication (pp. 139-161). IGI Global.
  24. Krombholz, K., Merkl, D., & Weippl, E. (2012). Fake identities in social media: A case study on the sustainability of the Facebook business model. Journal of Service Science Research, 4, 175-212.
  25. Menggo, S., Jem, Y. H., Guna, S., & Beda, R. (2023). Watch and practice: Effectiveness of using WhatsApp as a multimedia tool in boosting speaking competence during the COVID-19 pandemic in Indonesia. International Journal of Information and Education Technology, 13(1), 143-150.
  26. Minalla, A. A. (2018). The effect of WhatsApp chat group in enhancing EFL learners’ verbal interaction outside classroom contexts. English Language Teaching, 11(3), 1-7.
  27. Moghari, M. H., & Marandi, S. S. (2017). Triumph through texting: Restoring learners’ interest in grammar. ReCALL, 29(3), 357-372.
  28. Moore, S., & Cuevas, J. (2021). The effects of instructional and administrative text messages on academic achievement and student perception of learning in a high school food, nutrition, and wellness classroom. International Journal of Technology in Education, 4(4), 818-846.
  29. Pilla Masaquiza, K. L. (2023). Tandem app and communicative competence [Bachelor’s thesis, Universidad Técnica de Ambato]. Carrera de Pedagogía de los Idiomas
  30. Nacionales y Extranjeros.
  31. Rasi, P., & Vuojärvi, H. (2018). Toward personal and emotional connectivity in mobile higher education through asynchronous formative audio feedback. British Journal of
  32. Educational Technology, 49(2), 292-304.
  33. Ruge, B. C. (2012). Learning Greenlandic by SMS: The potentials of text messages support for second language learners in Greenland. In J. Díaz-Vera (Ed.), Left to my own devices: Learner autonomy and mobile-assisted language learning (pp. 197-212). Brill.
  34. Siordia, C., & Kim, K. M. (2022). How language proficiency standardized assessments inequitably impact Latinx long-term English learners. TESOL Journal, 13(2), e639.
  35. Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Association for Supervision and Curriculum Development.
  36. Tseng, S. S., & Yeh, H. C. (2019). The impact of video and written feedback on student preferences of English speaking practice. Language Learning & Technology, 23(2), 145-158.
  37. Wood, C., Kemp, N., Waldron, S., & Hart, L. (2014). Grammatical understanding, literacy and text messaging in school children and undergraduate students: A concurrent analysis. Computers & Education, 70, 281-290.
  38. Yorganci, S. (2022). The interactive e-book and video feedback in a multimedia learning environment: Influence on performance, cognitive, and motivational outcomes. Journal of Computer Assisted Learning, 38(4), 1005-1017.