From matching to meaningful sustainable interaction: Dyad formation for tandem language learning

This study investigates learner engagement and sustainability in eTandem language learning from a Willingness to Communicate (WTC) perspective, using data from five editions (2020–2024) of tandemMOOC, a task-based LMOOC for Spanish–English tandem oral exchanges. Over 4,400 adult learners participated, using either pre-arranged (YouChoose) or spontaneous (Roulette) videoconferencing tools to complete weekly tasks in both languages. Data sources included registration biodata and detailed system logs, enabling analysis of factors influencing individual and pair-level participation. Negative binomial regression models revealed that age, target language (TL), and use of the YouChoose tool were consistent predictors of higher engagement. Self-reported intermediate or proficient TL levels often predicted lower participation, suggesting differing motivational profiles. Task completion significantly predicted longer conversations, while different TL pairings and partner choice autonomy were associated with sustained partnerships. Findings contribute to understanding sustainability and WTC in technology-mediated language exchanges by highlighting the importance of learner agency, task design, and interpersonal dynamics in fostering meaningful communication. This paper advocates for integrating structured, flexible tasks and supporting diverse partnerships, while also recognizing the untapped potential of older learners in lifelong learning contexts.