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Data come from complete session transcripts and immediate plus delayed post-tests, tracking 915 focus-on-form episodes and showing recall of over half of targeted linguistic items. 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The exchanges, which involved discussion of seven tasks, took place on a weekly basis. Drawing on an interactionist perspective (Ellis et al., 2001a; Loewen, 2005), the study explored the impact of incidental noticing on subsequent language learning. Data were collected from two sources: transcripts of all the video-conferencing sessions and immediate and delayed post-tests. Drawing on Loewen’s (2005) framework of analysis, the transcripts revealed that students generated a total of 915 focus-on-form episodes (FFEs). As measured by the post-tests, participants recalled over half of the targeted FFE linguistic items. In contrast to previous studies (Loewen, 2005; Shekary & Tahririan, 2006), where successful uptake was a predictor for L2 learning, the present study revealed that the only significant predictor was deferred timing. More generally, the present study supports the claim that eTandem video-conferencing is a useful activity for promoting L2 acquisition.  \nKeywords:eTandem; video-conferencing; negotiation of meaning; incidental focus on form; SLA.  \nAffiliations  \n1 Metropolitan University in Mexico City, Mexico.  \n[email: ](email: germanarellano@yahoo.com)[germanarellano@yahoo.com](email: germanarellano@yahoo.com)  \n[2](2 Universit)[ Universit](2 Universit)é Laval, Quebec City, Canada.  \nemail: [susan.parks@lli.ulaval.ca](susan.parks@lli.ulaval.ca)  \ncalico journal vol 38.2 2021 222–244 [https://doi.org/10.1558/cj.38927](https://doi.org/10.1558/cj.38927)  \n© 2021, equinox publishing   \nGerman Arellano-Soto and Susan Parks 223  \nIntroduction  \nVirtual exchange or telecollaboration refers to the use of online communication tools to enable language learners in geographically distant locations to connect for the purpose of developing linguistic and intercultural competence (O’Dowd, 2015). Although configurations vary (Akiyama & Cunningham, 2017), in a tandem approach to language learning,“two learners of different native languages work together in order to learn their partner’s language and also to learn more about his or her background”(Brammerts, 1996, p. 121). Tandem language learning (TLL) is characterized by two main principles: reciprocity and autonomy (Little & Brammerts, 1996). Reciprocity refers to the fact that partners give each other equal time, but also that they are engaged in mutually helping each other to learn their respective target languages. Autonomy implies that learners take responsibility for the exchange and ultimately for their language learning.  \nAlthough originally conceived of as face-to-face experiences, online tandem exchanges, referred to as eTandems or teletandems, have become increasingly common. In line with technological developments, most of the research has involved email (Priego, 2011; Vinagre & Muñoz, 2011), chat (Bower & Kawaguchi, 2011; Giguère & Parks, 2018), or mixed email/chat (Yang & Yi, 2017) exchanges. Over the past few years, however, an increasing number of studies have focused on eTandem video-conferencing from varied perspectives: learner perceptions (El-Hariri, 2016; Tian & Wang, 2010; Yang, 2018), motivation (Flick, 2013), social dynamics (Janssen Sánchez, 2015), oral proficiency (Akiyama & Saito, 2016; Guillén, 2014), cultural learning (Zakir et al., 2016), and multimodality (Arellano-Soto & Parks, in press). Very few studies have, however, focused on negotiated interaction during TLL video-conferencing exchanges, especially in terms of how such interaction contributes to language development. As Cappellini (2016) notes,“it remains crucial to test the extent to which the learning potential of scaf","cbCaivbYhpPCZJPQ","https://ap.wps.com/l/cbCaivbYhpPCZJPQ","pdf",250667,23,"English","# Introduction\n## Theoretical Framework: Interactionist Perspective","[{\"question\":\"What learning activity does the study examine?\",\"answer\":\"The study examines eTandem video-conferencing exchanges between university students using seven discussion tasks.\"},{\"question\":\"How is incidental focus on form measured in the study?\",\"answer\":\"Transcripts are analyzed to identify a total of 915 focus-on-form episodes, and learning outcomes are assessed via immediate and delayed post-tests.\"},{\"question\":\"Which factor predicts later language learning according to the results?\",\"answer\":\"Deferred timing is reported as the only significant predictor of the post-test outcomes, unlike factors such as uptake used in earlier studies.\"}]","A Video-Conferencing English–Spanish eTandem Exchange - Negotiated Interaction and Acquisition | PDF",1792082560,58]