This is a case study of tandem learning using a metaverse platform in a Vietnamese-Korean language course. It aimed to explore more efficient foreign language teaching methods beyond traditional approaches. To achieve this, the study provides an in-depth look at the course structure that incorporated tandem learning, the interactions between learners on the metaverse platform, and survey results reflecting their learning experiences and perceptions of this particular approach. This study is significant in that it provided a new learning environment using the metaverse, enabling more active participation from learners. It also integrated the tandem learning method, which allows learners to actively participate in the mutual language acquisition process as both target language learners and as instructors or experts of the partner’s target language. Furthermore, the study is meaningful for its specific attempt to design tandem learning classes using the metaverse, particularly for Vietnamese-Korean classes.

Non-face-to-face online education which suddenly began with COVID-19, was an opportunity to expand to university education sites. This study presents online classes based on the Tandem learning method as examples and examines the class operation, learning content, and learner satisfaction according to the actual type of flip learning classes and real-time video classes. By converting Tandem classes operated by B University in Busan into online classes, the existing e-Tandem classes were expanded using flip learning and ZOOM. The first Flip learning class allows self-directed learning, and the free form of learning through pre-learning becomes an advantage of the online class type. However, while professors participate in the small conference room and feedback, there is a need to be supplemented with the ability to feedback directly to other teams. Furthermore, as a result of the learner satisfaction survey, there were complaints about prior learning and the amount of tasks, so studies on specific tasks and the content and methods of prior learning are also needed. The second real-time video class allows interaction between professors and learners, learners and learners. The biggest feature of this class type is that it can solve the absence of communication, which was a disadvantage of non-face-to-face classes. However, the ability of a professor is needed to conduct a real-time video class like this. Unlike learners who are familiar with digital technology, only when they understand and learn various online content and functions will their online classes become as natural as face-to-face classes.

Tandem Language Learning method is a form of autonomous foreign language learning. Its main purpose is to better grasp the target language or understand the target culture. The two learning partners are not only foreign language learners but also native speakers.They are also "experts" of their respective languages, countries and cultures. In this kind of communication, they will break the barrier of language and remove cross-cultural misunderstandings. Tandem Language Learning is a good opportunity to continue to improve the learner's ability to express the target language, as it provides the opportunity to communicate with a native speaker and makes intercultural learning possible. Tandem Language Learning method is also a learning method of PBL (Problem-based learning) model. It not only expands learners' ability to judge language, but also improves learners' problem-solving ability and team cooperation ability. The purpose of this paper is to simply introduce the tandem language learning method that has not been widely promoted in Asia and to analyze the feasibility of applying the learning method in Chinese and Korean language teaching. Investigation and Analysis of Application of Tandem Language Learning Method in Chinese and Korean Classrooms of Korean Universities. Summarizes several problems that have arisen in the application of this learning method, and provide some references for effectively improving the teaching level of Chinese and Korean.

본 연구는 국내 대학의 중국어-한국어 탄뎀수업에서 학습자주도 평가 방법으로 동료평가 를 도입하여 이에 대한 학업성취도와 학습자의 정의적 태도에 미치는 영향을 분석하고, 동료 평가와 교사평가와의 일치도를 알아보고자 한다. 연구 대상은 부산 지역 대학의 2학년 중국 어-한국어 탄뎀수업 수강자 224명으로 학생들은 동료평가와 교사평가를 실시한 실험반과 교 사평가를 실시한 통제반으로 나누어 한 학기 동안의 탄뎀 학습과 3차례의 평가 활동을 하였 다. 그 결과 첫째, 실험반, 통제반 모두 학업성취도에서 긍정적인 효과가 보였다. 둘째, 학습 태도 변화에서는 실험반에서 유의미한 효과가 있는 것으로 나타났으며, 마지막으로 동료평가 와 교사평가 사이의 일치도는 비교적 높게 나타났다. 이는 동료평가방법이 신뢰할 수 있는 평가방법이자 탄뎀수업에서 충분히 활용가능성 있음을 보여주고 있으며, 학습 효과도 긍정적 임을 증명한다.

한국어 교육 현장에서 점차 의사소통 능력의 중요성이 강조됨에 따라 ‘유창성(fluency)’을 길러 줄 수 있는 교수학습 방법이 다양하게 연구되어지고 있다. 그렇지만 현 언어교육현장에서는 한국어 학습자에게 의사소통 능력을 키우기 위해서는 교사와 학생간의 교수행위와 학습 행위의 역할 분담을 하여 수업을 진행하고 있기 때문에 한국어 학습자들의 의사소통능력을 키워주는 데는 어느 정도 한계점을 지니고 있다. 이런 교실 수업의 한계점을 보완해 줄 수 있는 하나의 학습 방법이 바로 ‘Tandem 언어 학습법(Tandem Language Learning)’이다. 본고에서는 Tandem 언어 학습법을 바탕으로 실제 한국어 교육 환경에 맞게 적용해 본 후 이 수업을 통해서 의사소통 능력 및 문화 이해 능력 향상, 수업에 관한 전반적인 결과를 분석하고자 한다. 더불어 Tandem 언어 학습법을 한국어 교육에서의 적용 가능성을 검증하여 앞으로 이 연구를 바탕으로 한국어 교육에 맞는 Tandem 언어 학습법의 다양한 유형 및 Tandem 언어 학습법을 기본으로한 교육 자료 개발에 관한 연구가 이루어지는 데 도움이 되길 바란다.