Language proficiency gap and group functionality in a Japanese-English e-tandem

Abstract

This study assesses how gaps in language proficiency affected outcomes in a Japanese-English e-tandem between university students from the UK and Japan. Previous research has shown that a significant gap often gives less proficient students a sense of inferiority and embarrassment (Lewis & Qian, 2021; Luo & Gui, 2021; Tian & Wang, 2010). As a result, they may adopt avoidance strategies, and there is often an overuse of the stronger L2 that prevents the group from achieving the intended goals (Ryder & Yamagata-Lynch, 2014; Tian & Wang, 2010). Qualitative analysis of semi-structured interview data collected from the participants showed that whilst the above phenomena occurred, the more proficient students in the less successful groups were often not reciprocal and lacked facilitation skills, resulting in insufficient opportunities to practice the weaker L2 (i.e., Japanese). To ensure more reciprocity and facilitation in e-tandem with asymmetrical proficiency, we suggest providing pre-sessional training to inform the participants about the positive and negative impacts of proficiency gaps and to equip them with strategies to overcome the potential challenges. Likewise, intervention and monitoring by the facilitators are suggested to address problems as they arise.