Second language learning can be enabled by tandem collaboration where
students are grouped into video conference calls while learning the native
language of other student(s) on the calls. This places students in an online
environment where the more outgoing can actively contribute and engage in
dialogue while those more shy and unsure of their second language skills can
sit back and coast through the calls. We have built and deployed the L2L system
which records timings of conversational utterances from all participants in a
call. We generate visualisations including participation rates and timelines
for each student in each call and present these on a dashboard. We have
recently developed a measure called personal conversational volatility for how
dynamic has been each student's contribution to the dialogue in each call. We
present an analysis of conversational volatility measures for a sample of 19
individual English-speaking students from our University who are learning
Frenchm, in each of 86 tandem telecollaboration calls over one teaching
semester. Our analysis shows there is a need to look into the nature of the
interactions and see if the choices of discussion topics assigned to them were
too difficult for some students and that may have influenced their engagement
in some way.

通过 Tandem 协作的方式进行第二语言学习，L2L 系统记录对话信息并采用个人对话波动性措施评估学生在对话中的贡献度。通过对 86 次 Tandem 通话进行分析，发现学生的参与度与所讨论的话题难度相关。