Virtual language exchanges offer a cost-effective alternative to traditional study abroad programs by eliminating the need for travel (Hilliker, 2020). Research shows that connecting students from diverse global contexts to communicate in English as a lingua franca online boosts motivation, willingness to communicate (Zhou, 2023), and Foreign Language Enjoyment (FLE) (Resnik & Schallmoser, 2019). Additionally, these exchanges enhance English oral skills (Canals, 2020) and intercultural competence (Hagley, 2020; Lin, 2021). Despite these benefits, Foreign Language Anxiety (FLA) (Horwitz, Horwitz & Cope, 1986) can hinder participation in virtual exchanges (Fondo & Jacobetty, 2022). Unpreparedness for real-time communication further exacerbates FLA, leading to avoidance behaviors (Stroud, 2017, 2019, 2023). Challenges such as language level differences, task complexity, time zone issues, and asynchronous communication difficulties can also negatively impact engagement (McNeil, 2014; Hagley & Green, 2022). This study designed a 12-week virtual exchange project to address these challenges, involving 189 students from universities in Tokyo and Munich. Students were grouped by language level and used an online video-exchange system to create and share weekly two-minute videos on assigned topics, followed by interactive comments and questions. The project concluded with real-time interactions via Zoom. A survey collected student feedback, revealing overall positive responses, enjoyment, and a willingness to participate. Suggestions for improvement included clearer guidance, more diverse group interactions, increased Zoom sessions, relevant video topics, and consistent participation from peers. This presentation will explore these findings and discuss enhancements made to future exchange projects.