Virtual Exchanges (VEs), as a pedagogical tool, can enhance the development of soft skills and transversal competencies at scale through online intercultural dialogue. However, these outcomes cannot be achieved if engagement is low. It is therefore important to identify learners who might be vulnerable to low engagement as early as possible in the VE. The aim of this observational study was to determine the association between peer activity, gender, L2 proficiency and low engagement during the first 3 weeks of an eight-week second-language (L2) VE program. Participants were 169 native Japanese first-year students (119 males; 50 females), aged between 18 and 21 years. Data were based on learning management system (LMS) activity logs, a language proficiency test, and university records. The variables studied were all associated with low behavioral engagement (p < 0.05). However L2 proficiency was not significantly associated with low engagement when other variables were controlled for. Based on the results, the order of importance of these variables is suggested.

Keywords: Virtual exchanges, language, gender, peer activity, low engagement.