Integrating Virtual Exchange into SLA Classrooms

A Kolb-Based Preparation–Reflection Model

Abstract

This study explores the integration of Virtual Exchange (VE) into Second Language Acquisition (SLA) classrooms through a Kolb-based Preparation–Reflection model. A three-week VE involving 12 U.S. and 33 Japanese students was conducted to examine how structured preparation, guided mediation, and video-based reflection can enhance language and intercultural learning. Qualitative analysis of student reflections revealed common challenges such as time constraints, anxiety, and unequal participation. The proposed model mitigates these issues through pre-exchange video analysis, teacherfacilitated mediation, and post-exchange reflection, fostering learner autonomy and metacognitive awareness. Findings suggest that experiential and reflective frameworks can connect classroom instruction with authentic global communication, offering practical guidance for sustainable VE integration.