The Implementation of eTandem Utilizing Padlet and Zoom to Enhance Affective Aspects

• Published in: ARELE: Annual Review of English Language Education in Japan Vol. 35; pp. 177 - 192
• Main Authors: TABUCHI, Kanako, KOBAYASHI, Sho
• Format: Journal Article
• Language: Japanese
• Published: The Japan Society of English Language Education 31.03.2024; 全国英語教育学会
• ISSN: 1344-8560; 2432-0412
• DOI: 10.20581/arele.35.0_177

Since advances in Computer-Mediated Communication (CMC) tools have made virtual exchanges readily available in educational settings, eTandem has been gaining traction as a means to provide practical experiences using English and different cultural exposure to students. This study aimed to understand how two CMC modalities such as Padlet and Zoom may affect EFL learners’ speaking anxiety, Willingness to communicate (WTC), and International Posture (IP). In six to eight eTandem sessions, nine undergraduate Japanese university students and eight undergraduate Australian university students exchanged their languages online. Students carried out a conversation using Japanese in the first 10 minutes and using English in the other 10 minutes. Data were collected using a 10-item questionnaire on speaking anxiety, an 8-item questionnaire on WTC and a 20-item questionnaire on IP. Open-ended responses and participant reflections were also analyzed to gain further insights. Results showed significant effects on reducing speaking anxiety, enhancing WTC and IP of participants with regard to eTandem. We found that screen-sharing and chat functions that ICT offers were employed by the pair effectively so that they could understand each other better, and consequently, helped reduce the Japanese students’speaking anxiety, increase WTC and IP.