This proposal presents the outcomes of a virtual language exchange program between an American culture course at a Korean science and engineering university (KU-SE) and a Korean language course at an American science and engineering university (AU-SE).

As technology becomes increasingly integral to education, it is essential to maintain meaningful human interaction in language learning and cultural exchange. While virtual platforms facilitate communication, an overemphasis on technology can sometimes reduce personal engagement. This program leveraged technology while ensuring interactive, student-centered exchanges that prioritized authentic dialogue and relationship-building.

Virtual language exchange programs (VLEPs) provide unique opportunities for language practice and intercultural engagement in academic settings. Research highlights their effectiveness in improving language skills, fostering cultural empathy, and enhancing adaptability. However, studies on VLEPs between Korean and American university students remain limited, particularly in STEM fields.

The primary objectives of this study were to:
(1) improve participants' English and Korean proficiency through interactive exchanges,
(2) develop intercultural communication skills,
(3) facilitate relationship-building across cultural boundaries, and
(4) assess the effectiveness of virtual exchange as a pedagogical tool.

The study included 21 KU-SE students and 15 AU-SE students, participating as part of their credit courses. Throughout the semester, students engaged in six virtual sessions. Discussions covered topics such as food culture, dating culture, and daily life in Korea and the U.S. A post-program survey, with responses from 19 Korean and 14 American students, evaluated satisfaction and perceived skill development.

Results showed high satisfaction and notable improvements: Overall Satisfaction—Korean students (4.21/5.00), U.S. students (4.57); Discussion Topics Satisfaction—Korean (4.10), U.S. (4.07); Language Skill Improvement—Korean (3.53), U.S. (3.79); Cultural Understanding—Korean (4.10), U.S. (4.14); Willingness to Participate Again—Korean (4.16), U.S. (4.71).

The findings indicate that the VLEP successfully enhanced language skills, intercultural communication, and cross-cultural relationships. While overall satisfaction was high, slightly lower language proficiency gains suggest the need for more structured language practice. This study underscores the value of integrating VLEPs into academic curricula and provides insights for educators developing similar programs to promote global competence and meaningful cross-cultural exchange.

Keywords: Virtual exchange, language exchange, STEM, Korean college students, U, S, college students.