Pragmatic and intercultural competence in Chinese-Italian eTandem: A preliminary analysis of learners’ perceptions

Tandem language learning—and its computer-mediated counterpart, eTandem—offers second language learners opportunities for authentic and reciprocal communication, creating favorable conditions for the development of pragmatic and intercultural competence. However, while its potential for fostering intercultural competence is well documented, evidence of pragmalinguistic development in Tandem exchanges remains limited. Moreover, despite the centrality of learner autonomy in Tandem pedagogy, participants’ own perceptions of pragmatic and intercultural development have received comparatively little attention, particularly in the context of L2 Chinese. In line with this perspective, the present study investigates and compares Italian and Chinese learners’ perceptions of eTandem’s effectiveness with regard to pragmatic, interactional, and intercultural competence. A self-, peer-, and program-assessment questionnaire comprising 26 items across six sections was administered to 27 participants (16 Italian and 11 Chinese) in a 25-week Chinese–Italian eTandem project. The findings indicate that intercultural content constitutes a primary source of engagement and motivation, whereas pragmalinguistic dimensions remain less salient and are rarely addressed in peer feedback, with only minor differences emerging between Italian and Chinese participants. These results highlight the need for task designs that more explicitly support pragmatic development while preserving the autonomy and authenticity of telecollaborative exchanges.