[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595650-105":59,"doc-detail-595650-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","negotiating-multiple-identities-through-etandem-learning-experiences","Negotiating Multiple Identities Through eTandem Learning Experiences","","eTandem research has largely examined linguistic or cross-cultural dimensions of second language learning, while identity construction in eTandem remains less understood. This qualitative study explores how two adult L2 learners—a Korean adult learning English and a Korean-American adult learning Korean—negotiated multiple identities and used eTandem in an extracurricular setting. Findings show a partnership rooted in reciprocity and membership, supporting identity construction and L2 learning, highlighting eTandem’s productive affordances.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/negotiating-multiple-identities-through-etandem-learning-experiences/595650/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/negotiating-multiple-identities-through-etandem-learning-experiences/595650.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about eTandem learning?","Question",{"text":112,"@type":113},"The study examines how adult L2 learners negotiate multiple identities through eTandem learning in an extracurricular context.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated in the research?",{"text":117,"@type":113},"Two adult L2 learners participated: a Korean adult learning English and a Korean-American adult learning Korean.",{"name":119,"@type":110,"acceptedAnswer":120},"What role does reciprocity play in the participants’ eTandem experience?",{"text":121,"@type":113},"Reciprocity is described as a key principle: partners depend on and support each other, teaching L1 and learning L2, which contributes to partnership and identity construction.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595650,1792209756,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","calico journal (online) issn 2056–9017  \nArticle  \nNegotiating Multiple Identities Through eTandem Learning Experiences  \nSe Jeong Yang1 and Youngjoo Yi2  \nAbstract  \nMuch of eTandem research has investigated either linguistic or cross-cultural aspects of second language (L2) learning, but relatively little is known about issues of identity construction in an eTandem context. Situating the study within theories and research of language learner identity, we examined ways in which two adult L2 learners (a Korean adult learning L2 English and a Korean-American adult learning L2 Korean) negotiated multiple identities and practiced their L2 through eTandem learning in an extracurricular setting. Our findings reveal that the participants developed a partnership based on reciprocity and membership within the eTandem community, which contributed to their identity construction and L2 learning. These findings shed light on the affordances of eTandem as a meaningful and productive L2 learning environment and suggest a further examination of the relationship between L2 learners’ identity construction and eTandem learning.  \nKeywords: identity; eTandem; partnership; extracurricular context  \nIntroduction  \nConsidering the importance of social interaction in second language (L2) learning (Lee, 2009; Norton, 2000; Schenker, 2012), electronic tandem (eTandem) can provide a meaningful learning space for L2 learners. eTandem is online “language learning when two learners of different native languages  \nAffiliations  \n1The Ohio State University.  \nemail: [sejeongy0@gmail.com](sejeongy0@gmail.com)  \n[2](2The Ohio State University)[The Ohio State University](2The Ohio State University). [email: yi.57@osu.edu](email: yi.57@osu.edu)  \ncalico journal vol 34.1 2017 97–114 ©2017, equinox publishing  \ndoi : 10.1558/cj.29586  \n98 Negotiating multiple identities  \nwork together to help each other learn the other language” (Cziko, 2004, p. 25). eTandem learning offers an interactive environment for L2 learners tobe linked with speakers of the target language. This format of language learning has been shown to be effective for L2 learning because authentic interaction and corrective feedback often take place in an eTandem context (Kabata & Edasawa, 2011; Ware & O’Dowd, 2008) . These benefits of eTandem learning seem to result from a dyadic partnership in which each group of language learners (e.g., native Korean-and native English-speaking adults) teaches their L1 to the other group. As such, all the participants in an eTandem context play roles as “experts” of their L1 and “novices” of their L2 . In this study, the term“novice” refers to language learners who are at any stage of learning and do not consider themselves experts. In particular, for language learners who cannot attend L2 classes, eTandem can be a powerful alternative for L2 acquisition through interacting with target-language speakers via online networks. In the process of eTandem learning, these learners can establish an extracurricular learning environment where L2 learning may very well take place.  \nGiven the dyadic partnership in an eTandem context, L2 learners often negotiate their multiple roles, which may affect their identity construction. Many researchers, especially from a social view of learning, have argued that language learning and identity construction are mutually constituted (Gee, 2003; Norton, 2000) . Norton (2000), one of the pioneering researchers on issues of identity in applied linguistics, defines identity as a “reference [to] how a person understands his or her relationship to the world, how the relationship is constructed across time and space, and how the person understands possibilities for the future”(p. 5). From this perspective, L2 learning is seen asa way of positioning oneself within a larger context (e.g., society) . Similarly, Atkinson (2001) argues that “real learning is always a process of becoming”(p. 115) . Based on these perspectives, in the current stud","cbCaieR9a4DhgAOm","https://ap.wps.com/l/cbCaieR9a4DhgAOm","pdf",632803,18,"English","# Abstract\n# Introduction\n## Social interaction and eTandem\n## Identity construction and research questions\n# eTandem Learning for L2 Learners\n## Reciprocity and roles","[{\"question\":\"What does the study investigate about eTandem learning?\",\"answer\":\"The study examines how adult L2 learners negotiate multiple identities through eTandem learning in an extracurricular context.\"},{\"question\":\"Who participated in the research?\",\"answer\":\"Two adult L2 learners participated: a Korean adult learning English and a Korean-American adult learning Korean.\"},{\"question\":\"What role does reciprocity play in the participants’ eTandem experience?\",\"answer\":\"Reciprocity is described as a key principle: partners depend on and support each other, teaching L1 and learning L2, which contributes to partnership and identity construction.\"}]","Negotiating Multiple Identities Through eTandem Learning Experiences | PDF",1792081553,45]