The roles of <i>Second Life</i> in a college computer-assisted language learning (CALL) course in Taiwan, ROC

Liou, Hsien‐Chin

doi:10.1080/09588221.2011.597766

Cited by 75 publications

(63 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…On the other hand, there has been an explosion of studies addressing the use of various technology-based tasks or activities that include 3D gaming environments in which students enter the virtual world as avatars to interact in the L2 (e.g., Liou, 2012;Peterson, 2012) or play games (e.g., Thorne, Black, & Sykes, 2009) and autonomous tele-collaboration in which students have technologybased access to L2 speakers (e.g., via Skype or Zoom) inside or outside the formal classroom setting (e.g., Teletandem; Telles, 2015). The theoretical underpinning of many of these studies appears to be noncognitive and socially oriented.…”

Section: The I (Instructed) or The Where (Context)mentioning

confidence: 99%

Deconstructing the I and SLA in ISLA: One curricular approach

Leow

Cerezo

2016

SSLLT

View full text Add to dashboard Cite

Instructed second language acquisition (ISLA) has been referenced in the larger field of the SLA literature for over two and a half decades. Currently, there are several theoretical underpinnings accounting for processes assumed to play a role in ISLA and quite an impressive number of studies have empirically addressed some aspect(s) of ISLA. Recently, a lengthy and relatively cohesive treatise of this substrand of SLA research in relation to both theoretical, empirical, and pedagogical perspectives has been published in two books (cf. Leow, 2015a;Loewen, 2015), and a new model of the L2 learning process in ISLA has been proposed (Leow, 2015a). These publications are timely and important given that the concept of ISLA not only needs to be clearly defined but also situated contextually. To this end, this article (a) revisits current definitions of ISLA in the SLA literature with the aim of identifying specific features of ISLA that underlie such definitions, (b) deconstructs ISLA by probing deeper into what comprises the terms instructed and SLA in ISLA, (c) provides a brief summary of the cognitive processes and variables postulated by the theoretical underpinnings of ISLA and pertinent empirical research, (d) recommends that ISLA be observed from one curricular approach together with its empirical and pedagogical ramifications, and (e) provides some measure of direction future ISLA research may follow.

show abstract

Section: The I (Instructed) or The Where (Context)mentioning

confidence: 99%

Deconstructing the I and SLA in ISLA: One curricular approach

Leow

Cerezo

2016

SSLLT

View full text Add to dashboard Cite

show abstract

“…Study findings demonstrated that SL environment was considered useful by the participants since it was close to real life (Childress & Braswell, 2006;Deutschmann et al, 2009;Iqbal, Kankaanranta, & Neittaanmäki, 2010), it increased student motivation (Wehner et al, 2011), improved language skills of the students (Liou, 2012;Ortega et al, 2010), affected students' participation and loyalties positively (Deutschmann et al, 2009;Peterson, 2012), and provided feedback capabilities (Kaplan-Rakowski, 2011). Furthermore, studies showed that SL had a comprehensive and student-centered structure (Peterson, 2012) and students found the environment as entertaining (Liou, 2012;Peterson, 2006) anduseful (de Jong Derrington &Homewood, 2008;Kaplan-Rakowski, 2011;Sanchez, 2009). In addition to all these advantages of SL, certain Internet connection and hardware problems were experiences in related studies as well Hislope, 2009;Liou, 2012).…”

Section: Efficacy Of Individuals In Verbal Communications Is An Essenmentioning

confidence: 99%

“…In a study by Deutschmann, Panichi and Molka-Danielsen (2009), participation of students in the conversation in SL for two verbal efficacy classes was scrutinized. On the other hand, Liou (2012) researched the role of SL in computer-aided language instruction in Taiwan.…”

Section: Efficacy Of Individuals In Verbal Communications Is An Essenmentioning

confidence: 99%

“…Literature review demonstrated that researchers studied on voice calls in different languages, primarily in English and Spanish, but also in German (de Jong Derrington & Homewood, 2008;Deutschmann et al, 2009;Jauregi et al, 2011;Liou, 2012;Milton et al, 2012;Sweeney et al, 2011;Wehner et al, 2011). Study findings demonstrated that SL environment was considered useful by the participants since it was close to real life (Childress & Braswell, 2006;Deutschmann et al, 2009;Iqbal, Kankaanranta, & Neittaanmäki, 2010), it increased student motivation (Wehner et al, 2011), improved language skills of the students (Liou, 2012;Ortega et al, 2010), affected students' participation and loyalties positively (Deutschmann et al, 2009;Peterson, 2012), and provided feedback capabilities (Kaplan-Rakowski, 2011).…”

Section: Efficacy Of Individuals In Verbal Communications Is An Essenmentioning

confidence: 99%

See 1 more Smart Citation

Analysis of Student Views on Foreign Language Learning in Second Life Environment

İliç¹,

Arıkan²

2016

Turkish Online Journal of Qualitative Inquiry

View full text Add to dashboard Cite

The aim of the present study is to assess the views of participants about the learning environment and the problems experienced in that environment by designing a three dimensional learning environment in Second Life (SL) virtual world. The study, designed as a case study, was conducted with 24 volunteer students registered to foreign language courses for 10 weeks in Ege University, Faculty of Education during 2011 -2012 academic year, where the volunteers participated in five different main activities. Personal Information Form was used to determine demographic features, computer literacy and English proficiency of the students in the study. Furthermore, Feedback Form and SL Learning Experience Survey were used to collect the data regarding the views of participants about the activities and medium. In addition, semi-structured interviews were conducted to obtain general views of participants on the application. Study findings demonstrated that the participants found SL environment interesting and entertaining and the activities beneficial for themselves to overcome their timidity in verbalizing in foreign language. It was also conceived that participants experienced difficulties in speech with the application due to various reasons and encountered different technical problems. However, the participants stated that SL could be used in several different fields in addition to foreign language education, provided that frequent issues encountered such as in-1 The present study is based on the master thesis of the first author.

show abstract

“…It is also known that designing content and objects for use in three-dimensional learning environments is not easy ( (Smelik, Tutenel, de Kraker, & Bidarra 2011). Considering users, students have the potential to share inappropriate content, as well as technical problems such as internet access and hardware shortcomings (Inman, Wright & Hartman, 2010;Liou 2012;Nash, 2009). According to Hinrichs, Hill, & Patterson (2011) it is possible that virtual worlds can be transformed into a genuine community by solving the mentioned problems.…”

mentioning

confidence: 99%

Hukuk Eğitiminde Kullanılmak Üzere Üç Boyutlu Sanal Mahkeme Geliştirilmesi

Öngöz¹,

Karal²,

Tüysüz³

et al. 2017

Turkish Online Journal of Qualitative Inquiry

View full text Add to dashboard Cite

The aim of this study was to develop a three-dimensional virtual court for legal education.The study was carried out as qualitative research, and design-based research method was used in the study. The participants were composed of 4 lawyers, 6 legal practitioners and 5 researchers. Study data were collected by using document analysis, focus group discussions and unstructured interviews. Two focus group discussions were held throughout the study implementation In the first discussion, the participants were informed about potential beneficiaries and purposes of using of virtual courts. The other discussion became the venue for negotiations on how to transfer the structure and functioning of real courts to the virtual environment. In addition, document analysis was conducted on functioning and physical properties of the real courts in Turkey. In the light of the findings from the focus group discussions in combination with document analysis, the qualities were determined which are expected to be featured in a virtual court to be developed for legal education. In the following stage, a three-dimensional virtual courthouse was modelled where hearings can be held. Then it was revised in accordance with opinions of both experienced and legal practitioners by using unstructured interview forms. The court was finally finished as a result of a two-step evaluation process.

show abstract

The roles of Second Life in a college computer-assisted language learning (CALL) course in Taiwan, ROC

Cited by 75 publications

References 15 publications

Deconstructing the I and SLA in ISLA: One curricular approach

Deconstructing the I and SLA in ISLA: One curricular approach

Analysis of Student Views on Foreign Language Learning in Second Life Environment

Hukuk Eğitiminde Kullanılmak Üzere Üç Boyutlu Sanal Mahkeme Geliştirilmesi

Contact Info

Product

Resources

About