Language learning effects through the integration of synchronous online communication: The case of video communication and Second Life

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Silvia Canto ◽  
Kristi Jauregi Ondarra
Keyword(s):  
Language Learning ◽  
Second Life ◽  
Virtual World ◽  
Computer Mediated Communication ◽  
Online Communication ◽  
Video Communication ◽  
Learning Effects ◽  
Intercultural Development ◽  
Mediated Communication ◽  
Computer Mediated

AbstractThis article attempts to shed some light on the possible learning benefits for language acquisition and intercultural development of authentic social interaction with expert peers through computer mediated communication (CMC) tools. The environments used in this study are video communication and the 3D virtual world

Cybercultures

2021 ◽  
Author(s):  
Sverker Johansson ◽  
Ylva Lindberg
Keyword(s):  
Second Life ◽  
Virtual World ◽  
Computer Mediated Communication ◽  
Social Practices ◽  
Mediated Communication ◽  
Social Rules ◽  
Symbolic Representations ◽  
Computer Mediated ◽  
Shed Light ◽  
The Continuum

This chapter aims to describe how cultures have emerged in interactions among users of the multitude of online platforms that have become available over the past few decades. It discusses innovations regarding uses of representations to communicate identity, time, and space in social practices with technology, and how cybercultures are played out in theory and in practice. Cybercultures resemble cultures in the non-virtual world—but display significant differences regarding social rules, identity, and spatiotemporal issues. Case studies of three types of cybercultures in social media: information and knowledge building on Wikipedia, culture, and virtual world building on Second Life, and dating practices on online dating services, such as Tinder, will shed light on how cyberspace allows for developing both symbolic representations and social practices through computer-mediated communication (CMC), and how users are situated in the continuum virtual-real.

Facilitating second language learners’ listening comprehension with Second Life and Skype

ReCALL ◽  
2016 ◽  
Vol 29 (2) ◽  
pp. 200-218 ◽  
Author(s):  
Natasha Levak ◽  
Jeong-Bae Son
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Life ◽  
Listening Comprehension ◽  
Second Language Learners ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Online Tools ◽  
Selection Of

AbstractLearning how to comprehend while listening to a second language is often considered by learners to be a difficult process that can lead to anxiety when trying to communicate (Graham, 2006; Graham & Macaro, 2008). Computer-mediated communication (CMC) can be used to assist in increasing access to native speakers and opportunities to listen. This study investigates the effectiveness of the use of Second Life and Skype as part of facilitation techniques and the affordances of these online tools for developing listening comprehension. Participants in the study were learning either English or Croatian and were located in Sydney and Brisbane in Australia, Split in Croatia, and Mostar in Bosnia and Hercegovina. A mixed-methods approach was utilised incorporating pre-tests and post-tests (quantitative data) to gain information on the effectiveness of the techniques for developing listening comprehension and in-depth interviews (qualitative data) to gain the participants’ views on the perceived effectiveness of the techniques and the affordances of Second Life or Skype. The results of the study indicate that both techniques resulted in positive gains in the development of listening comprehension. Based on the analysis of the interview data, a more in-depth perspective on the affordances of each online tool was developed, which informed the creation of a new facilitation technique utilising both tools. The study demonstrates how online tools can be used to facilitate interaction between learners and illustrates the need for the selection of online tools for language learning to be based on pedagogy. It is recommended that the selection of tools should be carefully considered in alignment with task aims and the affordances of online tools.

Current Trends in Online Language Learning

2011 ◽  
Vol 31 ◽  
pp. 19-35 ◽  
Author(s):  
Robert J. Blake
Keyword(s):  
Language Learning ◽  
Computer Mediated Communication ◽  
Language Instruction ◽  
Language Games ◽  
Computer Assisted ◽  
Mediated Communication ◽  
Online Language Learning ◽  
Second Language Development ◽  
Computer Mediated ◽  
Virtual Classes

Online language learning (OLL) can take place in Web-facilitated, hybrid, or fully virtual classes. These formats are beginning to attract serious attention from the language profession and, in particular, the field of computer-assisted language learning (CALL). This article traces recent studies of online learning and then focuses in on its application to language learning through tutorial CALL, social computing, and games for language learning. I strive to show that tutorial CALL and computer-mediated communication can complement each other in the service of modern language instruction, along with the inclusion of language games. Although assessment studies of OLL remain sparse, the evidence is steadily mounting that shows that these new formats can provide learning environments conducive to successful second language development when properly integrated into the curriculum.

Cyber Conflict and Management

2012 ◽  
pp. 1088-1095
Author(s):  
Kumi Ishii ◽  
Brittany R. Black
Keyword(s):  
Daily Life ◽  
Computer Mediated Communication ◽  
Online Communication ◽  
Future Research ◽  
Mediated Communication ◽  
Research Directions ◽  
Face To Face ◽  
Computer Mediated ◽  
Future Research Directions ◽  
Cyber Conflict

With the diffusion of networked technology in our society, online communication has become an integral part of daily life, and conflict no longer occurs only in face-to-face (FtF) contexts. Many people experience cyber conflict (i.e., a perceived incompatibility of goals among two or more cyber parties over computer-mediated communication (CMC) or online communication) and manages it online. While research in this significant and emerged topic is scattered across contexts and disciplines, this chapter provides preliminary knowledge by discussing the antecedents and outcomes of cyber conflict as well as factors that affect cyber conflict management. The chapter also offers future research directions.

Promoting Autonomous Language Learning in Online Environments

10.47908/9/15 ◽  
2013 ◽  
pp. 165-280
Author(s):  
Maria De Santo ◽  
Luisa Boardman
Keyword(s):  
Language Learning ◽  
Computer Mediated Communication ◽  
Real Life ◽  
Autonomous Learning ◽  
Mediated Communication ◽  
Face To Face ◽  
Integration Of Technology ◽  
Computer Mediated ◽  
Wide Range ◽  
The University

The Self-Access Language Centre of the University of Naples “L’Orientale” (CILA) promotes the development of autonomy in language learning, offering a wide range of technology-based resources and a language counselling service. In the last few years, to satisfy the growing need for independent language learning in our university, we have integrated autonomous learning in the SAC with online pathways and multimedia materials. We started by offering online Self-Access activities in blended courses, integrating face-to-face classroom teaching with online modules. This experiment enabled us to develop a kind of blended autonomous learning, combining a real-life SAC with online Self-Access Centres. Virtual SACs suggest a variety of language learning activities and allow learners to study a language while reflecting on their learning process. In the online SAC, language counsellors implement the language learner’s autonomy promoted in presence in the SAC, interacting with them through computer-mediated communication. In this paper we shall look at how the promotion of autonomy in language learning can be enhanced through the integration of technology-based materials and activities made available in self-access modality. Our aim is to present online resources designed to help students learn a foreign language autonomously.

Examining Online Communication

2016 ◽  
pp. 213-235 ◽  
Author(s):  
Michael G. Hughes ◽  
Jennifer A. Griffith ◽  
Cristina Byrne ◽  
Darin S. Nei ◽  
Lauren Harkrider Beechly ◽  
...  
Keyword(s):  
Quantitative Methods ◽  
Computer Mediated Communication ◽  
Online Communication ◽  
Qualitative Assessment ◽  
Ethical Considerations ◽  
Mediated Communication ◽  
Qualitative And Quantitative Methods ◽  
Computer Mediated ◽  
Means Of Measurement ◽  
Computer Mediated Communications

Methods of individual communication continue to expand through online media. Given the dynamic nature of online communications, traditional methods for studying communications may not suffice. A hybridized content analytic approach that combines qualitative and quantitative methods offers a unique methodological tool to researchers who seek to better understand computer-mediated communications and the psychological characteristics of those who communicate online by evaluating qualitative information using quantitative methods. This means of measurement allows researchers to statistically evaluate whether investigated phenomena are occurring in combination with the richness that qualitative assessment provides. As with any approach to computer-mediated communication, various ethical considerations must be borne in mind, and, thus, are discussed in concert with this hybridized approach to content analysis.

scholarly journals Talking a team into being in online workplace collaborations: The discourse of virtual work

2019 ◽  
Vol 21 (3) ◽  
pp. 237-257 ◽  
Author(s):  
Erika Darics ◽  
Maria Cristina Gatti
Keyword(s):  
Virtual Work ◽  
Computer Mediated Communication ◽  
Online Communication ◽  
Real Life ◽  
Communication Technologies ◽  
Virtual Team ◽  
Mediated Communication ◽  
Team Members ◽  
Discourse Practices ◽  
Computer Mediated

Digital communication technologies led to a revolution in how people interact at work: relying on computer-mediated communication technologies is now a must, rather than an alternative. This empirical study investigates how colleagues in a virtual team use synchronous online communication platform in the workplace. Inspired by the conceptualisation of web-based communication platforms as tool, place or context of social construction, we explore the discursive strategies that contribute to the construction of the team’s shared sense of purpose and identity, a collegial atmosphere and consequently lead to effective collaboration. The close analyses of real-life data from a multinational workplace provide insights into the everyday communication practices of virtual team members. Our findings supplement organisational literature based on etic observations of the effectiveness of virtual work and provide a basis for further theorisations about how communication technologies affect the ecology of and discourse practices in computer-mediated communication at work.

Theatre in Second Life® Holds the VR Mirror up to Nature

2011 ◽  
pp. 376-395 ◽  
Author(s):  
Stephen A. Schrum
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Creative People ◽  
Face To Face ◽  
Computer Mediated ◽  
Physical Presence ◽  
And Performance ◽  
Definition Of

As creative people inhabit virtual worlds, they bring their ideas for art and performance with them into these brave new worlds. While at first glance, virtual performance may have the outward trappings of theatre, some believe they don’t adhere to the basic traditional definition of theatre: the interaction between an actor and an audience. Detractors suggest that physical presence is required for such an interaction to take place. However, studies have shown that computer mediated communication (CMC) can be as real as face-to-face communication, where emotional response is concerned. Armed with this information, the author can examine how performance in a virtual world such as Second Life may indeed be like “real” theatre, what the possibilities for future virtual performance are, and may require that we redefine theatre for online performance venues.

Virtual worlds and language learning

2019 ◽  
Vol 11 (1) ◽  
pp. 29-43 ◽  
Author(s):  
Sabela Melchor-Couto
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teacher Perceptions ◽  
Virtual Worlds ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Affective Variables ◽  
One Step ◽  
The Eu

Technology has made an invaluable contribution to foreign language (FL) teaching, particularly so in recent years. The advanced technical capabilities offered by digital games, including voice and text chat, take the use of computer-mediated communication in language learning one step further, allowing for remote, anonymous and situated learner interaction. This article presents an overview on how virtual worlds (VWs) are being used for educational purposes and for FL teaching in particular. A literature review on existing research has been included, covering areas such as FL interaction, impact on affective variables and attitudes towards the use of these environments. Special attention will be devoted to how VW interaction may affect students’ anxiety, motivation and self-efficacy beliefs. Finally, teacher perceptions will be explored through the data collected among 179 secondary school FL teachers participating in the EU-funded TeCoLa project (‘Pedagogical differentiation through telecollaboration and gaming for intercultural and content integrated language teaching’).

Swearing, moral order, and online communication

2018 ◽  
Vol 6 (1) ◽  
pp. 107-126 ◽  
Author(s):  
Timothy Jay
Keyword(s):  
Computer Mediated Communication ◽  
Online Communication ◽  
Time Of Day ◽  
Moral Order ◽  
Emotional Speech ◽  
Mediated Communication ◽  
Internet Behavior ◽  
Computer Mediated ◽  
Interpersonal Characteristics ◽  
Opening Section

Abstract This paper addresses problems with swearing on the internet. The opening section of the paper defines swearing (uttering offensive emotional speech) as a ubiquitous form of impolite human behavior. Swearing can occur wherever humans communicate with each other and that it appears in computer-mediated communication (CMC) is not surprising. The second section documents how swearwords appear in email, blogs, Twitter, MySpace, Facebook, and YouTube and in other practices and sites (trolling, 4chan). Swearword use is situated in the context of emerging research on impoliteness and moral order (politeness norms and standards that govern internet behavior). Online swearword use is a function of moral order, as well as users’ interpersonal characteristics such as age (younger more likely than older users), gender (men more likely than women), the time of day (later in the day and evening), and a website’s social composition (adversarial and male dominated more than homogeneous friendly sites). The paper concludes with suggestions for dealing with internet swearword use where regulation is desirable and feasible. Websites and communities should develop moral order norms that at a minimum restrict illegal forms of speech (e.g., credible threats of violence, workplace sexual harassment).

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