EFL learners’ strategy use during task-based interaction in Second Life

Abstract

Motivated by theoretical and pedagogical concerns that the link between second language (L2) learners' second language acquisition (SLA) and language use in 3D multi-user virtual environments (MUVEs) is still not fully connected in current SLA literature, this study examined the patterns of English as a foreign language (EFL) learners' employment of communication strategies during task-based interaction in Second Life (SL). Nine adult EFL learners worldwide were recruited, and they used their avatars to negotiate meaning with peers in interactional tasks via voice chat in SL. Results reveal that confirmation checks, clarification requests, and comprehension checks were the most frequently used strategies. Other types of strategy use were also discovered, such as a request for help, selfcorrection, and topic shift -accompanied by a metacognitive strategy and spell-out-theword that had not been previously documented in task-based research in 3D MUVEs. This study demonstrated that SL could offer an optimal venue for EFL learners' language acquisition to take place and prompt their cognitive processing during task-based interaction. Additionally, 3D multimodal resources afforded by SL provide additional visual support for EFL students' input acquisition and output modifications. A call for more research on voice-based task interaction in 3D MUVEs is also needed.

Restorying a “Newbie” Teacher’s 3D Virtual Teaching Trajectory, Resilience, and Professional Development Through Action Research: A Narrative Case Study

“…The nature of openness and flexibility makes SL an optimal platform to create more opportunities for real-world task simulation, which could be cumbersome to carry out in a physical class (Dawley & Dede, 2014;Gonz alez-Lloret & Ortega, 2014). Despite those positive claims, technical glitches encountered in SL have also been reported, such as platform instability, poor quality of audio output and echoing, demand for more advanced hardware, and internet connection interruption (Chen, 2016a(Chen, , 2016bDawley & Dede, 2014;Kozlova & Priven, 2015;Petrakou, 2010;Peterson, 2010). These caveats need to be taken into account in order to preempt SL malfunctions that may backfire on well-planned lessons and students' learning experiences.…”

“…Notably, prior studies have been geared more towards learner-based research, targeting SL as a potential language learning environment (Chen, 2016a(Chen, , 2016b(Chen, , 2018Canto, de Graaff, & Jauregi, 2014;Deutschmann & Panichi, 2013;Lan et al, 2015;Peterson, 2010Peterson, , 2012. Research focusing on the impact of 3D virtual teaching on language teachers' professional development and beliefs is relatively scarce.…”

“…Given the unique affordances of 3D MUVEs (e.g., real-world simulation, multimodal communication, immersive collaboration, avatar tele/copresence), language teachers and researchers have started to explore the effects of SL on learners' language outcomes and perspectives. Research on such a synergy of language education and 3D virtual learning has suggested learners' heightened motivation and engagement (Peterson, 2010(Peterson, , 2012(Peterson, , 2016Wehner et al, 2011), improved communication skills (Chen, 2016b(Chen, , 2018Deutschmann, Panichi, & Molka-Danielsen, 2009), boosted confidence level (Chen, 2016a;Lan, Fang, Legault, & Li, 2015), raised cross-cultural awareness (Canto, de Graaff, & Jauregi, 2014;Jauregi, Canto, de Graaff, Koenraad, & Moonen, 2011), and developed avatar identity (Deutschmann & Panichi, 2013;Liang, 2012). Despite the positive claims, language learners, as opposed to teachers, are predominantly the target population for research (Peterson, Wang, & Mirzaei, 2019).…”

Frequency of Attendance and Interaction of Students in 3D Multi-User Virtual Environments (MUVEs): The Effect on Learning English Language

“…Couple of Project meetings was done on the plot to gather experience and observe the possible problems and solutions (Ibanez, Garcia, Galan, Maroto, Morillo & Kloos, 2011). Chen (2016). has observed that recently distance education has given a new platform for learning i.e.…”

“…This type of learning environment increases the learning motivation (Gajňáková, Vaculík & Vaško, 2010). Resultantly, the participants involves in taking risks while actively participate in the learning of a foreign language (Chen, 2016).…”