Sustained intercultural communication through Virtual Exchange (VE) programs can enhance intercultural communicative competences. In Second Language Acquisition (SLA) courses, such communication could be boosted using assessments. The present study evaluates the outcomes of an assessment-based intervention targeting two cohorts of first-year university students (n1 = 202 , n2 = 215) in Japan. Each cohort was separated into 12 classes and had to take two consecutive SLA courses. During each course, students participated in an eight-week VE program. For the first cohort, course credits (15%) were awarded for VE participation (number of posts and word counts) only. The intervention was implemented for the second cohort by allocating course credits for participation (8%) as well as sustained intercultural communication in the VE (7%). Variables measured during each course included; VE participation (total number of posts and word counts), number of posts to members within the same course (intra-cultural communication), maximum engagement (sustained communication with a single individual), and intercultural competence (measured using the Beliefs, Events, and Values Inventory). Compared to the first cohort, intra-cultural communication for the second (intervention) cohort reduced by eighty-six percent. The intervention was not associated with declines in participation (Mann-Whitney U = 21647, p = .956), or maximum engagement (Mann-Whitney U = 20571.5, p = .353). The cohorts did not significantly differ in terms of changes in intercultural competence (Mann-Whitney U = 21549.5, p = .893). During the intervention, a significant decline in participation (Wilcoxon W = 170, p < .001) and maximum engagement (Wilcoxon W = 156.5, p < .002) was observed for one class (n=18). The decline was attributed to group dynamics, highlighting the need for early identification and mitigation of low participation during VE programs. Overall, the results show that the assessment-based intervention improved intercultural engagement in the VE.

Keywords: Virtual exchange, intercultural competence, BEVI, assessment.