This chapter examines the pedagogical integration of electronic Tandem (eTandem) exchanges into formal language instruction, focusing on collaborative learning between German and Spanish students within the L3TASK project. Drawing on experiences from the 2015/2016 academic year, it analyses how project-based eTandem formats reshape the teacher’s role - from facilitator of intercultural communication to coordinator of complex, web-mediated interactions across multiple institutions. The authors discuss methodological considerations for embedding eTandem in the curriculum, including synchronisation of sessions, scaffolding of intercultural dialogue, and strategies for sustaining learner motivation and reflective feedback. The chapter concludes with practical recommendations for designing sustainable, teacher-led eTandem projects that foster third-language acquisition, digital literacy, and intercultural competence through structured online collaboration.
