To examine how participants' different eTandem experiences could be attributed to the way they co-constructed turns, this study analyzed turn negotiation practices of one dyad who engaged in video-mediated interaction between Japan and America. This dyad was chosen for analysis because they expressed the greatest frustration and required a pedagogical intervention. It was found that silence, which was used by the Japanese learner of English as a Foreign Language (EFL) as a contextualization cue for linguistic help, triggered the American student's hyperexplanation to get the Japanese partner involved in conversation. Such a high-involvement strategy, however, only resulted in producing fewer opportunities for the Japanese partner to contribute to the conversation (i.e. vicious cycle). I conclude that "missed communication" (Ware, 2005) in an autonomous, long-term eTandem project may entrench attribution of negative personal traits unless appropriate scaffolding/intervention is provided. [For the complete volume, see ED571330.]