This paper discusses research investigating to what extent fifth and sixth graders (CEFR Pre-A1 to A1 level) at a Japanese private school were able to communicate with their Australian peers during video calls facilitated by Skype. The results indicated that the children appreciated the chance to talk with their Australian peers, but they were not aware of factors that affected their ability to be understood. Through this research, insights were gained for English education in elementary school: it is important to teach intonation as a conversation turn-taking cue; children need to project and enunciate more deliberately in English than in Japanese; children should learn and employ nonverbal communication strategies such as gestures and facial expressions effectively; and different communicative styles between English speakers and Japanese speakers should be taught intentionally. Also, using the same or similar words and phrases in video calls and face-to-face exchange programs would enhance children’s confidence.
