Abstract
The educational platforms of the online tutoring market are usually a challenge of teaching in form and depth compared to formal education (universities, language schools ...) due to factors such as the time available of the students or the different levels of commitment assumed by each one. Often, the majority of students on these online platforms who have lessons with a tutor via Skype, Zoom or others, have no more chance of using L2 than in those sessions, once or twice a week with their tutor.
Based on a couple of communities created in Facebook and Moodle, several synchronous and asynchronous tasks have been implemented to offer the possibility of increasing the contact of these students with the L2 more than once or twice a week. This study will present which are the most successful tasks, which attract students' interest, and which ones achieve better results or impact on vocabulary and fluency.