In formal language learning contexts, “in-tandem learning” activities can help language learners to overcome the lack of opportunities of direct contacts with target language speakers and to focus on specific linguistic forms and thus to became aware of their own language competences. The integration of e-tandem activities into an institutional course can be therefore a solution for combining formal and informal language learning. This paper outlines an e-Tandem experience carried on between the Universities of Naples and Bochum (DE) and it focuses particularly on the analysis of written productions. In fact although e-Tandems are generally planned to improve oral skills, the Wiki-eTandem aimed to promote activities involving the four language skills, through reading and writing tasks and face-to-face “e-interaction”. By observing students ‘production and particularly considering their writings and the feedbacks that they gave each other as expressions of personal learning styles and goals, teachers were able to redefine learning activities with a view to increasing a learner-centered teaching.