Advocating dialogue between language teachers and learners has been an area of growing exploration, particularly in the area of reflective practice in second language teacher education. In this brief report, the authors detail the conceptualization and procedures of two online exchange projects conducted in 2008 and 2009, in which they tried to advocate this dialogue among English majors from Hong Kong and preservice English language teachers from Berlin. They believe there is a need to guide teachers and learners to reflect upon their language learning experiences to cultivate learner and teacher autonomy, and thus online exchange projects were set up to achieve this aim and also to extend the intercultural dimension of this reflective practice. This article reports on two projects that advocate dialogue between language teachers and learners in cross-cultural contexts through online social media tools. These exchange projects aim firstly at inducing language learning awareness in non-native English-speaking university students through cross-cultural reflection of language learning experience, and secondly at capturing the development of reflective teaching practice in preservice teachers at a stage in their university education where they increasingly need to coordinate their identities as learners and their emerging identities as teachers. (Contains 1 table.)