Zheng, D. & Newgarden, K. (2012). Rethinking language learning: Virtual World as a catalyst for change. International Journal of Learning and Media, 3(2), 13-36 (original) (raw)

Rethinking Language Learning: Virtual Worlds as a Catalyst for Change

International Journal of Learning and Media, 2011

Research on educationally designed game-based virtual learning environments and virtual worlds has begun to explore the affordances of 3D metaverses for engaging learners in ways that contrast with formal schooling. Applying constructs from ecological psychology, distributed cognition, and sociocultural perspectives, design-based longitudinal studies have shown the quality of learning taking place in technology-supported collaborative environments. But what are the affordances of virtual environments for second language ...

Pedagogical Insights into Hyper-Immersive Virtual World Language Learning Environments

IJCALLT, 2018

This article shares pedagogical insights from a qualitative study examining the use of immersive social virtual worlds (SVWs) in language teaching and learning. Recognizing the language learning affordances of immersive virtual environments, this research examines the beliefs and practices of 'Karelia Kondor,' an avatar-learner and teacher of languages with a decade of diverse experiences in Second Life (SL), one of the first widely used SVWs. Findings highlight the relevance of a hyperimmersive and emotionally engaging conceptual model informing language teaching approaches within these rapidly evolving environments. When supported pedagogically, the activities illustrated demonstrate the potential of these immersive approaches to create communities of practice and affinity spaces by fostering investment and autonomy in the language learning process through shared target language experiences. The article will conclude with a summary of pedagogical insights leveraging the affordances of these environments.

Second Language Teaching in Virtual Worlds

Practical Approaches to Teaching in Virtual Worlds, 2011

This project is a proposal for a case study that aims to describe and understand communicative and pedagogical processes involved in Second Life ® (SL™) in a context of second language learning, by modelling in-world lessons of Portuguese as a second language for ERASMUS students 1 arriving in Portugal. The purpose is to provide examples of situated e-learning driven activities and perceive how an immersive context stimulates learning by involving students in a virtual reality situation, where real life language context situations are provoked and where 'not possible in real life' learning routines happen. This will allow experiencing the advantages of this platform compared to physical life teaching and learning contexts, through the inherent characteristics of this medium, such as the synchronous and simultaneous use of voice and text.

Task engagement, learner motivation and avatar identities of struggling English language learners in the 3D virtual world

System, 2019

This study investigated at-risk ESL learners' task performance and attitudes towards a 3D approach of improving their English spoken and written communication skills in Second Life (SL). It documented how these SL “newbies,” who had not previously experienced 3D virtual learning, carried out SL-enabled, real-life oriented and interactive tasks. Qualitative data were triangulated from students’ weekly blog entries, reflective essay writing and a focus group interview, followed by a thematic analysis approach. Despite the technical glitches impeding the flow of virtual class management and causing communication breakdown, students overall held positive perceptions of the task-based design implemented in SL. Unique SL affordances were found to maximise task execution and engagement, thus fostering more authentic and crosscultural communication, building confidence, boosting motivation, and empowering learners via avatar anonymity. The game factor also transformed a conventional English class into a fun virtual learning playground. Such findings not only highlight pedagogical suggestions for curriculum design and language program improvement, but also implicate both challenges and possibilities of conducting research and teaching at-risk language learners in a 3D sphere.

Second Life as a Virtual Playground for Language Education: A Practical Guide for Teaching and Research

Routledge, 2022

This insightful book offers language teachers and teachers in training the opportunity to delve into 3D virtual worlds and see the benefits they provide for effective language teaching. Based on a decade of experience teaching and researching in Second Life (SL), Chen demystifies the dos and don’ts of SL teaching and research, whilst vividly walking readers through each step of the journey. Written in an accessible, jargon-free, and personalised tone, the book is divided into three parts. Part I builds the foundation in SL research, task-based language teaching (TBLT), and understanding fundamental skills for SL teaching. Part II showcases the author’s SL teaching blog that generously unveils their task-based, SL-enabled lessons, participant observations, critical reflections, and lessons learned from each SL session. Part III is complete with the highlights of the author’s SL research and hands-on resources and tips for readers. Each chapter also features a "Checkpoint" section to gauge reader understanding of chapter content, followed by a "Your Task" section to promote learning by doing in SL. Teachers and curriculum designers will find the well-detailed and guided lesson planning useful when starting their first SL class. Graduate students and novice researchers will also find the systematically recorded data collection helpful for their SL research.

Caring in the dynamics of design and languaging: exploring second language learning in 3D virtual spaces

Language Sciences, 2012

This study provides concrete evidence of ecological, dialogical views of languaging within the dynamics of coordination and cooperation in a virtual world. Beginning level second language learners of Chinese engaged in cooperative activities designed to provide them opportunities to refine linguistic actions by way of caring for others, for the world, and for themselves. Increased target language use in highly-aligned coordinations was traced in the non-linear design of problem-solving spaces by looking at how meaning making and values-realizing trajectories were co-developed with semiotic resources and sociocultural material artifacts in goal-directed activities. More significantly, the non-linear design gives rise to two new problem spaces: coordinating problems and emergent problems, both of which promoted caring and individualized values-realization. Consequently, learners' diverse identity development occurs in connection with localized values-realization and through sociohistorical experiences. Reciprocally, this development allows language learners to discover and create new affordances in coordinating their thoughts, feelings, actions, and values with others in an ongoing cycle of problem solving.

Towards Models for Designing Language Learning in Virtual Worlds

International Journal of Virtual and Personal Learning Environments, 2013

This paper presents some of the overall frameworks and models for language learning that were used under Avalon (Access to Virtual and Action Learning live ONline), an EU co-funded project aimed at developing language-learning scenarios in virtual worlds. The introduction and background summarize some of the theories that constitute the starting points for the designs and are followed by a discussion of how the affordances of virtual worlds support the communicative language-learning model used in the project. The authors’ main focus then turns to pedagogic design, where the authors present the methods used during the project and some generic aspects of course designs that were developed. The article ends with a more specific look at examples of task design from the courses given under the project framework.

Second Language Teaching in Virtual Worlds: The Case of European College Students under the ERASMUS Program

Multi-user virtual environments for the classroom: practical approaches to teaching in virtual worlds, 2011

This project is a proposal for a case study that aims to describe and understand communicative and pedagogical processes involved in Second Life® (SL™) in a context of second language learning, by modelling in-world lessons of Portuguese as a second language for ERASMUS students arriving in Portugal. The purpose is to provide examples of situated e-learning driven activities and perceive how an immersive context stimulates learning by involving students in a virtual reality situation, where real life language context situations are provoked and where ‘not possible in real life’ learning routines happen. This will allow experiencing the advantages of this platform compared to physical life teaching and learning contexts, through the inherent characteristics of this medium, such as the synchronous and simultaneous use of voice and text.