In reciprocal learning, learners of different mother tongues are paired so that each can help the other learn their language. Developments in ICT have broadened the possibilities for reciprocal learning, enabling synchronous computer-mediated communication (SCMC). This study focuses on 48 French-speaking learners paired with 48 British students. Each pair worked synchronously and quasi-autonomously on communication activities in a real-time, quasi-face-to-face environment via Skype. This article reports on the pedagogical potential of the above SCMC scheme. The data discussed are drawn from a quantitative study carried out during the scheme. Two instruments were used for data-collection during the investigation: a self-report questionnaire on motivation, and a battery of language tests completed after the SCMC encounters had taken place. The same tests were also taken by a control group (N=48). The findings suggest that SCMC improves oral expression and interactivity in that it helps learners to enhance language confidence and language knowledge gains.