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Tandem Courses in Czech Universities
with peers from different cultural backgrounds (Sabbah-Taylor, 2021; Lockey & Yoshida,
2016; Yeh & Heng, 2022; Tecedor & Vasseur, 2020). Active engagement in setting goals, dis-
cussing teaching and learning strategies, and exchanging language expertise may positively
affect learners’ motivation and enthusiasm (Little, 2007; Little et al., 2017).
Recent technological advancements have ushered in a new era for tandem language learn-
ing, further catalysed by the COVID-19 pandemic. In response, the language learning com-
munity promptly adapted to the virtual landscape, leveraging online platforms and video-
conferencing tools to facilitate online exchanges (Adedoyin & Soykan, 2020). The integra-
tion of technology in tandem language learning has provided language learners with diverse
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opportunities and triggered research interest in on-line collaboration (Sieglova & Gaish,
2022; Tecedor & Vasseur, 2020; Yeh & Heng, 2022). Face-to-face tandem exchanges have
also been investigated, exploring their unique bene its and outcomes (Grasz, 2021; Kar-
jalainen et al., 2017; Sabbah-Taylor, 2021), including the role of mentors in tandem courses
̈
(Porn & Hansell, 2020).
Unfortunately, most language tandem research investigates learners’ experiences in the in-
dividual target language while overlooking the richness and complexity of their plurilin-
gual repertoire. Grasz (2021), on the contrary, investigated plurilingual practices in tandem
language learning, offering a novel perspective on tandem language learning and plurilin-
gualism. Exploring plurilingual strategies corresponds to the aim of embracing learners’
multiple languages and fostering a more enriched language education environment as re-
commended by the Council of Europe (2007).
Tandem Courses in Czech Universities
Language learning in tandem has seen varying levels of adoption in educational institutions
worldwide and has found its place in Czech higher education institutions. While some uni-
versities offer the “buddy program” as an extracurricular activity to support incoming stu-
dents, the review of publicly available information on credited language courses offered at
six prominent Czech universities with the highest number of enrolled students (Univerzita
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Karlova v Praze /UK/, Masarykova univerzita v Brne /MU/, Univerzita Palackeho v Olo-
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̌
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mouci /UP/, Vysoka skola ekonomicka v Praze /VSE/, Ceske vysoke ucenı́ technicke v Praze
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/CVUT/, Ceska zemedelska univerzita v Praze /CZU/) revealed that tandem language learn-
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ing had gained prominence at Masaryk University and Charles University, namely at facul-
ties of medicine, where pioneering tandem programs have been organized since 2017. Ad-
ditionally, Fakulta humanitnı́ch studiı́ (Faculty of Humanities) UK introduced tandem ini-
tiatives in 2018, followed by Fakulta socialnı́ch ved (Faculty of Social Studies) UK in 2021.
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Additionally, UP organizes a summer tandem German/Czech tandem exchange program. On
the other hand, VSE, CVUT, and CZU currently do not offer any tandem language learning
opportunities based on the public sources review. This situation highlights the disparities
in the integration of tandem language learning across Czech universities, and it underscores
the potential for further exploration of this language-learning approach in higher education
institutions.
The Language Tandem Course at the faculty where the data was collected is a one-semester
autonomous language course for students learning a foreign language at the faculty (includ-
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