This study examines the perceptions of Japanese primary school students during a synchronous cross-cultural virtual exchange (VE) with Australian peers. The participants included 152 sixth-grade Japanese students and 130 Australian students (63 in fifth grade and 67 in sixth grade). Using Google Meet, students shared information about their locations and the weather, practicing both Japanese and English language skills. Afterward, the Japanese students evaluated their Australian peers’ English comprehension and reflected on their exchange experiences. Descriptive statistical methods were applied to the quantitative data, while qualitative responses were analyzed using KH Coder, a text-mining tool for linguistic and content analysis. The results were largely positive, with many Japanese students reporting that they understood the Australian students’ English. The VE enhanced cross-cultural understanding by highlighting both similarities and differences. However, the study also identified challenges related to using and understanding a foreign language in real-time exchanges. These findings provide valuable insights for educators and policymakers, offering practical guidance for integrating VE into curricula to support language development, intercultural awareness, and effective teaching practices.
Shinji Okumura (Mon,) studied this question.