Long term effects of tandem learning

Lixian Ou, Osaka UniversityMasako Wakisaka, Doshisha University

Naoko Aoki, Osaka Univerisity

Independent Learning Association 2014

Outline 1. Definition and principles of tandem learning 2. Previous research3. What previous research doesn’t tell us4. Research question 5. Osaka U tandem in a nutshell6. Details of research 7. Summary of cross case analysis8. Our original findings9. Conclusion

1.Definition of tandem learning (Brammerts, 2003, p. 28)

“When learning a language in tandem, two people with different mother tongues work together in order to learn from each other.”

1.Two basic principles of tandem learning

• Reciprocity is a relationship in which two partners help each other in order to make a progress in his/her learning ability and language skills.

• Learner autonomy is the ability to take control of one’s own learning. Each of tandem partners decides what he/she wants to learn, how and when, and what kind of help he/she would like from his/her partner.

2.Previous research

Tandem learning is effective in:• Improving communicative competence (Lewis, 2003; Bower,

2006);• Developing intercultural competence (Stickler & Lewis, 2003);• Fostering learner autonomy (Little, 2003)• Increasing motivation (Ushioda, 2000; Wakisaka,2013)• Developing confidence in speaking a target language

(Wakisaka, 2012)• Stimulating motivation to study abroad (Okochi, 2011 ） .

3.What previous research doesn’t tell us

Most of research so far has been done during or immediately after learners’ engagement with tandem learning and long-term effect of the experience has not been fully explored.

4.Research question

What are the perceived lasting changes that the experience of tandem learning had brought about?

5.Osaka University face-to-face tandem learning project in a nutshell

• Funded and operated by Faculty of Letters, but service is not limited to its students

• An extracurricular activity• Participants decide what they learn and how they

learn it.• Support by guidelines, guidance for each pair,

homepage and FB page, workshops, and networking parties

6.Details of Research

Research participantsStatus at the time of interview

Undergraduate student

Graduate student

Number of participants

3 ４

Data Interviews 14 to 23 months after the participants started tandem learning

7.Summary of cross case analysis

Communicative competence

Improved foreign language ability

Developed communication strategies

Developed confidence in speaking

Learning to learnBeliefs about language learning became more complex

Expanded repertoire of learning activities

Observed changes can be grouped into five categories:

7.Summary of cross case analysis (cont’d)

Social network

Made friends with partner

MotivationDeveloped awareness that more investment in language learning will lead to one’s imagined identities

Intercultural competenceIncreased interest in target cultureDeveloped awareness of own language and culture

8.Our original findings:A summary

Language learning beliefs in some learners became more complex.

Some learners expanded a repertoire of learning activities.

Some learners developed awareness that more investment in language learning would lead to their imagined identities.

8.Our original findings (1)Language learning beliefs in some learners became more complexKei Sitting at a desk and diligently learning words is as important as

learning by talking to people.

Kana I’ve come to think it would be good if I could learn by both cramming grammar in my head and saying and using language without thinking too much.

Tomo When we talk being understood is more important than grammatical accuracy, but grammatical accuracy is important when we write papers.

Aka I was convinced that the goal of learning a foreign language differs from person to person.

8.Our original findings (1) Kana’s case Name (Pseudonym) Kana

Gender FemaleTarget language German Period of tandem learning October 2012-July 2013Status At the start of tandem learning: 1st year of doctoral study, majored in

philosophy At the time of interviews: 2nd year of doctoral study, majored in philosophy

Learning experiences of target language prior to tandem

Studied German as a first foreign language at university for a yearRead German texts in philosophy courses at university for five yearsStudied German in an online Skype course during spring and summer holidays in 2012

Experiences of study abroad in target language country

Three-week study abroad in Germany for language training in 2007

Other overseas experiences One-week study abroad in France for language training in 2005

Kana’s changes

• I have hardly studied anything but reading.

• Each year I took courses to read German texts. I always prepared for and reviewed each class.

• I’ve come to think it would be good if I could learn by both cramming grammar in my head and saying and using language without thinking too much.

Tandem Learning with German partner

Before After

8.Kana’s case (cont’d)

Influenced by partner’s learning strategies

When I taught her Japanese I was surprised she spoke Japanese as if she just learned phrases as a whole. She spoke and used Japanese without thinking about grammar too much. It made an impression on me because Japanese people seldom learn in that way.

(Interview1-92)

8.Our original findings (2)Expanded repertoire of learning activities

Kei Doing tandem learning with local students when studying abroadFocus shifted from classroom learning to tandem

Emi Trying to speak with local students when studying abroad

Eri Started keeping a diary in target language

Kana Started trying to speak and use target language

Tomo Started visiting news websites and listening to music in target language

8.Our original findings (2) Tomo’s caseName (Pseudonym) Tomo

Gender MaleTarget language German Period of tandem learning May 2012-February 2013

Status At the start of tandem learning: 1st year of MA study, majored in contemporary philosophy and culture

At the time of interviews: 2nd year of MA study, majored in contemporary philosophy and culture

Learning experiences of target language prior to tandem

Studies German as a second foreign language at university for two yearsRead German texts in philosophy courses at university for two years

Experiences of study abroad in target language country

None

Other overseas experiences None

8.Our original findings (2) Tomo’s case (cont’d)

Before participating in tandem learning, Tomo• Learned grammar in German language classes • Read German texts in philosophy courses • Memorized vocabulary with flash cards • Learned with a reference book

After participating in tandem learning, Tomo started• Visiting German news website• Listening to German music on train to and from university

Tomo’s changes

• Learned grammar in German language classes

• Read German texts in philosophy courses

• Memorized vocabulary with flash cards

• Learned with a reference book

+ Started visiting German news website+ Started listening to German music on train to and from university

Tandem Learning with German partner

Before After

Partner’s influence on Tomo’s language learning

Tomo’s partner gave him advice on learning methods. “As I told you just now, about the music of Germany, my partner told me that listening to music is good for listening. She also told me about some popular music in Germany.”

(Interview1-46)

8.Our original findings (3)More investment in language learning

For some learners tandem learning was investment in their imagined identities.Two types:

Types ParticipantsImproved target language competence benefits future job possibilities

Kei, Emi, Kana, Tomo, Miyu

Wishes to become a connoisseur of target language and culture

Eri

8.Our original findings (3)

Investment in imagined identities: Kei’s caseName (Pseudonym) Kei

Gender Male

Target language ChinesePeriod of tandem learning November 2012-August 2013

Status At the start of tandem learning: 2nd year of undergraduate study, majored in Law

At the time of interviews: Studying Chinese in Beijing on a year long study abroad programme since September 2013

Learning experiences of target language prior to tandem learning

Studied Chinese as a second foreign language at university for three semesters

Experiences of study abroad in target language country

None

Other overseas experiences One-week trip to Shanghai in August 2012

8.Kei’s changes• Chose Chinese as a second foreign

language because there was a growing needs for Chinese.

• In spring 2012 Kei postponed participating in the tandem learning project because he didn’t have confidence in his language ability.

• After one-week trip to Shanghai in August 2012, he gained confidence and motivation to learn Chinese further, and became aware of his aptitude for learning languages. Then, he decided participating in the tandem learning project.

• Learning Chinese became the centre of his daily life

• Convinced of his aptitude for learning Chinese

• Started considering study abroad.

Tandem learning with Chinese partners.

Before After

After

Kei’s partners helped with applying for a study abroad programme.

• Afforded a chance to study in China

• Began to think that he wanted to choose a job that involved use of Chinese

• In China, he found seven to eight partners for himself and is learning with them applying the principles of tandem learning almost everyday.

8.Kei’s case (cont’d)“After I started tandem learning, I studied Chinese pretty hard. ... Before I focused on Chinese classes and preparation for them, but after I started tandem learning, tandem and studying for the Chinese language proficiency exam became the major activities in my learning.”

(Interview1-73)

“I started thinking about studying abroad in China because I wanted to improve my Chinese. The experience of tandem learning made me more interested in Chinese, and my desire to be able to speak the language became stronger. I also developed a small amount of confidence that I would be able to talk properly if I tried hard enough.”

(Interview3-10)

8.Our original findings (3)

Investment in imagined Identities: Eri’s caseName (Pseudonym) Eri

Gender Female

Target language Italian

Period of tandem learning May 2012-November 2013

Status At the start of tandem learning: 2nd year of undergraduate study, majored in Japanese studies

At the time of interviews: 3rd year of undergraduate study, majored in Japanese studies

Learning experiences of target language prior to tandem learning

Studied Italian as a second foreign language at university for one year

Experiences of study abroad in target language country

None

Other overseas experiences None

8.Eri’s changes• Chose Italian as a second

foreign language at the university on her sister’s recommendation.

• Never had a friend among foreign students

• Had never been abroad• Got interested in Italian

itself through Italian classes

• However, travelling to Italy seemed an impossible challenge

• Developed a desire to go to Italy.

• Decided to travel to Italy.

Tandem Learning with Italian partner

Became friends with her partnerInspired by partner

Before After

Eri’s case (cont’d)

“I heard a lot about Italy in tandem sessions. That made me want to go to Italy more.”

(Interview1-29)

“I think that, generally speaking, foreign students are more determined to learn than Japanese students, who graduated from high school and directly went on to university. I thought that I should study harder when I talked with my partner. Also she had many overseas experiences. I heard about other countries and I felt she didn’t have any psychological difficulties to go abroad. I was inspired by her perspective.”

(Interview1-42)

9.Conclusion

Tandem learning could help:Language learning beliefs to become more

complex;Learners to expand their repertoire of learning

activities; Investment in learners’ imagined identities.• Target language proficiency will benefit future job

possibilities• Connoisseurship of target language and culture

Need for further research?Findings may be limited to the current Japanese situation.• Most students learn foreign languages as a school subject

without any prospects of using them in their real life. • They seldom have opportunities to contact with

foreigners either.We need to look into language learning history of learners

in other contexts to check if we are right.

Thank you!

Osaka U tandem homepage ：http://www.let.osaka-u.ac.jp/kokuren/tandem/

Facebook: Osaka U Tandem