This article is concerned with advancing the knowledge of how tandem communication and CMC can help learners of foreign language in developing their language skills through communication with the target language's speaker in writing. In this article, findings of a project which studied the tandem program’s potential of enhancing the FL learning through the use of sociocultural learning view are summarized. The acquisition of the language of two groups comprising of school-aged learners is explained. One of these groups is located in New Zealand while the other is located in Colombia.

The findings of previous projects are also extended by this study. It also focuses on how learning outcomes might be influenced by technology. The project seemed to involve a group of twenty-seven students aged eleven in public school in New Zealand. There were learning Spanish and a class of thirty peers aged between 11-14 learning English as a foreign language in Colombia.

In both sites, the students were beginners and they were placed in dyads with relatable levels of the foreign language. In addition to it, students were paired into triads for accommodating Colombian students. It was determined by the study that CMC is capable of enhancing the acquisition of a foreign language. And even under unequal conditions and circumstances, both teachers and young learners in the study seemed to preserve in communicating with each other.

It was driven by the motivation of learning about each other and new things from each other. It has been predicted that connecting different tools of learning and affordability might be what is being expected by learners in terms of learning a language. After all, it is possible that students who find learning a new language easier through tools might not be able to afford using the tools and facilitating their learning. Thus, it is important to make these tools affordable.

Overall, it can be said that the study conducted in this article was quite interesting because the acquisition of foreign language through different tools is a unique study in the field. It was quite interesting to realize that tools can facilitate the acquisition of learning a foreign language. However, there are some issues with the study as well including the fact that the sample size was small and didn’t include a diversity. Another issue was that experimental groups didn’t include adults as only children were included in the groups, which doesn’t explain the learning attitude of adults (Tolosa, Ordóñez, & Guevara, 2017).

Reference of Language learning shifts and attitudes

Tolosa, C., Ordóñez, C. L., & Guevara, D. C. (2017). Language learning shifts and attitudes towards language learning in an online tandem program for beginner writers. Profile Issues in TeachersProfessional Development , 105-118.