The crossroads of English language learners, task-based instruction, and 3D multi-user virtual learning in Second Life

Abstract

English as a foreign language (EFL) learners' task-based practices in 3D multiuser virtual environments are a dynamic avenue that has attracted research attention in current second language acquisition literature. This study explores EFL adult learners' perceptions and language practices in a 10-session, task-based course in Second Life (SL). A full-blown task-based syllabus that capitalized on meaningful real-life tasks was designed and documented in this study. Employing the grounded theory approach and triangulating multiple qualitative data sources, two core themes emerged: factors that influence SL learning experience and effects of task-based instruction on language learning in SL. SL was evidenced as a viable learning environment due to its conspicuous features, immersive and virtual reality, sense of tele-and co-presence. This study implicates that 1) 3D multimodal resources in SL provide EFL learners with visual and linguistic support and facilitate language teaching and learning; and 2) tasks that draw upon SL features, accommodate learners' cultural/world knowledge, and simulate real-life scenarios, can optimize learners' virtual learning experiences. *Manuscript-nothing identifying the author should be listed here Click here to view linked References

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

“…As reported in prior studies, technical issues are not uncommon in SL teaching (Chen, 2016a(Chen, , 2016bDawley & Dede, 2014;Petrakou, FIGURE 4. A visual representation of the iterative and systematic AR process in this 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).…”

Second Language Learning in the Technology-mediated Environments

“…It is commonly agreed that language learners' immersion in a country where they are exposed to authentic and rich language input of the target culture is most conducive to second language acquisition (SLA). Nevertheless, the reality is that not everyone can afford the cost of traveling to a country where the target language is spoken, let alone stay there for an extended period of time (Chen, 2016). With the help of technology, it is possible to provide a dynamic space for language learners to work on authentic, interactive problem-solving tasks.…”