The Discursive Construction of Language Teaching and Learning in Multiuser Virtual Environments (original) (raw)
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"Research on educationally designed game-based virtual learning environments and virtual worlds has begun to explore the affordances of 3Dmetaverses 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 learning? How can we design for a nonlinear experience of action and interaction that exploits these affordances? We explored current language teaching practices in Second Life and found that many educators simply apply their classroom approaches in the virtual space, treating the environment merely as input. Designing for optimal learning opportunities in virtual worlds requires that we rethink second language acquisition by grounding it in the ecological psychology concepts of perception-action, values-realizing, coaction, and languaging.We call for a rethinking of pedagogies based on input/outputmodels that imply a linear progression from an initial to a goal state. Instead cognition is embodied and distributed, and avatars in 3D worlds allow us to experience virtual environments in embodied, dialogical ways. Language learning in virtual worlds calls for design that prioritizes opportunities for distributedmeaning-making and coaction in values-realizing activities that go beyond task-based learning, autonomy, and construction of a second language identity."
Learning in Virtual Environments: A Methodology for the Analysis of Teacher Discourse
2015
Attention to the teleinteractive processes aiming at professional development is an area that currently awakens a considerable interest. Nevertheless, the analysis of the various teachers’ meanings collaboratively shared in a given virtual community is still incipient in the field of educational research. In this paper we analyse qualitatively electronic discourse in virtual seminars and present contributions of distance interactions for teachers’ education. The discussion forum as a communicative space presents and develops important discursive singularities among all the communicating agents involved in the process of professional development.
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.
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.
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.
2021
The purpose of this qualitative research study is to investigate teachers’ perceptions of the use of the 3D simulated virtual world Second Life, and factors that affect their willingness to integrate virtual worlds into foreign language instruction. Specifically, participants’ perceptions toward issues and viability of their current practices of Second Life (SL) were examined. The potential of SL in education has yet to be fully explored and exploited. Eight educators who have been teaching English as a foreign language online and utilizing SL to adult learners since 2006 were interviewed. Data analysis consisted of three phases: Phase IBreakdown of the text; Phase IIExamination of the breakdown; and Phase IIIIntegration of the examination. Themes of the interviews that surfaced during the interviews were categorized into current practices, perceptions, and viability. Analysis of responses indicate that SL is used as pedagogy and another form of education for meeting students’ socia...
Rhetoric and reality: critical perspectives on education in a 3D virtual world
ascilite2014, 2014
The emergence of any new educational technology is often accompanied by inflated expectations about its potential for transforming pedagogical practice and improving student learning outcomes. A critique of the rhetoric accompanying the evolution of 3D virtual world education reveals a similar pattern, with the initial hype based more on rhetoric than research demonstrating the extent to which rhetoric matches reality. Addressed are the perceived gaps in the literature through a critique of the rhetoric evident throughout the evolution of the application of virtual worlds in education and the reality based on the reported experiences of experts in the field of educational technology, who are all members of the Australian and New Zealand Virtual Worlds Working Group. The experiences reported highlight a range of effective virtual world collaborative and communicative teaching experiences conducted in members’ institutions. Perspectives vary from those whose reality is the actuation of the initial rhetoric in the early years of virtual world education, to those whose reality is fraught with challenges that belie the rhetoric. Although there are concerns over institutional resistance, restrictions, and outdated processes on the one-hand, and excitement over the rapid emergence of innovation on the other, the prevailing reality seems to be that virtual world education is both persistent and sustainable. Explored are critical perspectives on the rhetoric and reality on the educational uptake and use of virtual worlds in higher education, providing an overview of the current and future directions for learning in virtual worlds.
Integrating the Real and Virtual World for Academic Language Education in Second Life
Incorporating Advancements
This chapter focuses on a Second Language Acquisition (SLA) study conducted in virtual worlds that could help teachers in terms of knowledge about acquisition processes, in which technology is integration between formal and non formal education. The research comprises of two studies strongly focused on the development of Italian oral language proficiency. It was held within Second Life ® (SL™) 1 in order to explore the affordances of public spaces to enhance Intercultural Communicative Competence (ICC) 2 and to stimulate the oral production through learner's engagement. Since 2007, a new pilot project, Café Italia, was developed by Carmela Dell'Aria (aka Misy Ferraris) in Second Life ®. Starting from theory and research (SLA and Linguistics) the project leads to effective language learning practice. As matter of fact, the research moves to analyze learners' needs, to give a focus for instruction, to adapt technology to their needs through experimentation, and to evaluate the results.