scholarly journals Virtual worlds for collaborative learning: Arab EFL learners' attitudes toward Second Life

2019 ◽  
Vol 11 (3) ◽  
pp. 198-204
Author(s):  
Yousif Alshumaimeri ◽  
Amani Gashan ◽  
Ebrahim Bamanger
Keyword(s):  
Collaborative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Arab World ◽  
Computer Assisted ◽  
Validity And Reliability ◽  
Efl Learners ◽  
Collaborative Learning Opportunities

In the Arab world, there is a lack of research investigating the use of virtual games to support learning English as a foreign language (EFL). The aim of this study was to examine EFL learners' attitudes towards the integration of the Second Life virtual game as a collaborative instructional tool. A descriptive inquiry method was followed, and data gathered using a questionnaire that had been tested for validity and reliability. Forty-one undergraduates, enrolled in two computer-assisted language learning classes, at a school of education represent the study sample. Findings indicated that the majority were in favor of using virtual worlds as collaborative learning contexts. Recommendations include that: 1) EFL teachers be trained to utilize virtual games; 2) EFL learners be encouraged to utilize virtual portals as collaborative learning opportunities to engage with target foreign language speakers around the world, and 3) EFL instructors create learning tasks requiring learners to interact with other language speakers in virtual games to ensure rich language exposition. Moreover, it is recommended that further studies consider a qualitative design that makes use of in-depth observations and interviews to explore learners’ attitudes about the integration of this technology in an EFL context.

scholarly journals I LOVE INDONESIA: EFL LEARNERS� PERCEPTIONS ON WEB-FACILITATED LANGUAGE LEARNING

2017 ◽  
Vol 2 (1) ◽  
pp. 273
Author(s):  
Muzakki Bashori
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Negative Attitude ◽  
Foreign Language Learning ◽  
Computer Assisted ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Generation Z ◽  
Use Of The Internet

The integration of computer in the service of FL (Foreign Language) learning is expected to be inevitable in the future. It is seemingly due to (a) its considerable affordances for EFL (English as a Foreign Language) learners, (b) the characteristics of today�s learners as the Generation Z (Gonz�lez-Lloret & Ortega, 2014), and (c) the widespread use of the internet in the 21st century. This situation then leads to transforming CALL (Computer-Assisted Language Learning) into WFLL (Web-Facilitated Language Learning) as an alternative paradigm for EFL teachers and learners. Furthermore, TBLT (Task-Based Language Teaching) is likely to serve as a pedagogical framework in designing the Web for the purpose of FL learning. The present study was therefore mainly aimed at (a) developing a particularly teacher-designed learning website, namely I Love Indonesia, and (b) investigating high school learners of English in Indonesia with different attitudes towards CALL (positive/moderate/negative) in correlation with how they perceive WFLL (agree/disagree) and perform web-based activities. Descriptive Statistics, IF Function in Excel, Correlation Analysis, and Independent-samples t-test were employed in the study. Finally, the findings of the study showed that (a) the website seems to benefit EFL learners in some certain aspects, and (b) positive attitude learners are likely to perceive more positively (agree) than moderate and negative attitude learners (disagree) on the use of the website for the purpose of language learning. A greater number of learners over a longer period of time should be taken into account when conducting further studies on the effectiveness of the website for EFL learners in order to be able to shed some light on learners� language development.�Keyword: attitude, perception, task-based language teaching, web-facilitated language learning

scholarly journals Multimodal research: Addressing the complexity of multimodal environments and the challenges for CALL

ReCALL ◽  
2016 ◽  
Vol 28 (3) ◽  
pp. 253-273 ◽  
Author(s):  
Sabine Tan ◽  
Kay L. O’Halloran ◽  
Peter Wignell
Keyword(s):  
Language Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Relative Effectiveness ◽  
Computer Assisted ◽  
Multimodal Learning ◽  
The Impact ◽  
Language Teaching And Learning

AbstractMultimodality, the study of the interaction of language with other semiotic resources such as images and sound resources, has significant implications for computer assisted language learning (CALL) with regards to understanding the impact of digital environments on language teaching and learning. In this paper, we explore recent manifestations of CALL in 3-D virtual worlds, illustrated by the example ofSecond Life. The multimodal analyses of a conventional face-to-face lesson and three language learning activities inSecond Lifehighlight some of the affordances and challenges presented by 3-D virtual environments. The results suggest that while multimodal resources integrate naturally to facilitate language teaching and learning in an orderly, structured and goal-orientated manner in classroom lessons, the often uncoordinated use (or absence) of avatars’ gaze, facial expression, body posture, gesture, as well as the unclear proxemics and use of space pose problems for effective communication in a 3-D virtual world. In addition, a “technology-oriented” register, alongside traditional instructional and regulative genres and registers, is introduced to help students cope with the demands of learning a language in a 3-D virtual environment. The study raises the issue of the relative effectiveness of 3-D virtual worlds for language teaching and learning. In doing so, a digital approach to multimodal research is proposed in order to address the complexity of multimodal learning environments and the various challenges for CALL.

Integrating cross-cultural interaction through video-communication and virtual worlds in foreign language teaching programs: is there an added value?

ReCALL ◽  
2013 ◽  
Vol 25 (1) ◽  
pp. 105-121 ◽  
Author(s):  
Silvia Canto ◽  
Kristi Jauregi ◽  
Huub van den Bergh
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Cross Cultural ◽  
Added Value ◽  
Control Group ◽  
Cultural Interaction ◽  
Web Communication ◽  
Experimental Group

AbstractOrganizing and implementing telecollaboration projects in foreign language curricula is not an easy endeavour (Belz & Thorne, 2006; Guth & Helm, 2010), as pedagogical, organizational and technical issues have to be addressed before cross-cultural interaction sessions can be carried out (O'Dowd & Ritter, 2006; O'Dowd, 2011). These issues make many teaching practitioners reluctant to try to integrate telecollaboration in their teaching, as they are more aware of the burden such initiatives might impose than of the benefits they might have for language learners.Within the European project NIFLAR1 we have tried to study the added value that integrating synchronous collaboration projects through video-web communication or Second Life might have in language learning. The study presented in this paper measures the oral communicative growth of language students, who were allocated at random to one of three research conditions: (1) the VC experimental group carried out interactions with native peers through video-web communication; (2) the SL experimental group carried out the same tasks with native peers in Second Life and (3) the control group performed the tasks face to face with classroom peers and had no opportunity to interact with native experts. Communicative growth was measured by comparing oral pre- and post-tests across conditions. Results show significant differences, the experimental groups outperforming the control group.

scholarly journals Automatic speech recognition in computer-assisted language learning for individual learning in speaking

2020 ◽  
Vol 5 (2) ◽  
pp. 193-197
Author(s):  
Esti Junining ◽  
Sony Alif ◽  
Nuria Setiarini
Keyword(s):  
Speech Recognition ◽  
Foreign Language ◽  
Language Learning ◽  
Programming Language ◽  
Automatic Speech Recognition ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
C Programming Language ◽  
C Programming

This study is intended to help English as a Foreign Language (EFL) learners in Indonesia to reduce their anxiety level while speaking in front of other people. This study helps to develop an atmosphere that encourages students to practice speaking independently. The interesting atmosphere can be obtained by using Automatic Speech Recognition (ASR) where every student can practice speaking individually without feeling anxious or pressurized, because he/she can practice independently in front of a computer or a gadget. This study used research and development design as it tried to develop a product which can create an atmosphere that encourages students to practice their speaking. The instrument used is a questionnaire which is used to analyze the students’ need of learning English. This study developed a product which utilized ASR technology using C# programming language. This study revealed that the product developed using ASR can make students practice speaking individually without feeling anxious and pressurized.

The effect of second life on speaking achievement

2016 ◽  
Vol 6 (4) ◽  
pp. 236-245 ◽  
Author(s):  
Serhat Guzel ◽  
Selami Aydin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Experimental Research ◽  
Second Life ◽  
Control Group ◽  
Learning Tool ◽  
Efl Learners ◽  
Speaking Performance ◽  
The Impact ◽  
Experimental Group

The number of studies that focus on the impact of Second Life (SL) as a virtual language learning tool on speaking achievements of EFL learners is quite limited. Thus, this paper aims to provide insight for SL’s effect on Turkish EFL learners’ speaking achievement levels. Forty-four EFL learners from Balikesir University participated in this experimental research. The participants were divided into two groups as an experimental group of 20 learners and a control group consisting of 24 students. An interview grading their speaking performance was administered to both groups as pre-test and post-tests. While the control group participants took traditional speaking classes, the experimental group did the same speaking activities on SL. Considering the interview scores, results indicated that learners who used SL had a better performance than the ones who participated in traditional activities.  Keywords: english as a foreign language, second life, speaking, achievement.

scholarly journals Second Life: A Virtual Environment to Reduce Students’ Foreign Language Anxiety

2021 ◽  
pp. 1-24
Author(s):  
Gloria Sánchez Muñoz
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Crucial Role ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Control Group ◽  
Affective Factors

Second language acquisition (SLA) is a complex construct in which not only cognitive factors play a crucial role, but also affective ones. In the last decades, the analysis of affective factors in second (L2) and foreign language (FL) learning has gained prominence. Research has shown a strong correlation between language learning and aspects such as personality, motivation, attitude, or anxiety, to name but a few (e.g., Gardner, 2020; Hewitt & Stephenson, 2011; MacIntyre & Gardner, 1989). The purpose of this paper is to examine whether Foreign Language Anxiety (FLA) levels could be lessened using Virtual Worlds (VWs) such as Second Life (SL) for language teaching. This investigation compares the FLA levels of an Experimental Group (EG), which completed three activities through SL, with a Control Group (CG), which completed the same activities in the traditional classroom. Results indicate that the FLA levels of participants in the EG decreased as lessons went by in comparison with those participants in the CG. Moreover, findings suggest that the confidence of those participants working in SL increased as time went by. This boost in learners’ confidence could be attributed to the crucial role played by anonymity in VWs.

The Effect of Second Life as a Virtual Language Learning Environment on Speaking Anxiety

2019 ◽  
pp. 115-146 ◽  
Author(s):  
Serhat Güzel ◽  
Selami Aydin
Keyword(s):  
Experimental Study ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Second Life ◽  
Speaking Anxiety ◽  
Efl Learners ◽  
Related Literature ◽  
Efl Context ◽  
Before And After

There is a lack of research on the effects of Second Life (SL) as a virtual language-learning environment on speaking anxiety among English as a foreign language (EFL) learners, whereas related literature is insufficient in terms of providing insight about Turkish EFL context. Therefore, this experimental study aims to examine the effects of the use of SL on speaking anxiety. In the chapter, a background questionnaire and an anxiety scale were administered to 44 EFL learners assigned to the control and experimental groups before and after speaking activities performed in traditional and SL settings. Findings suggest that there is no significant correlation between speaking activities that take place in traditional settings and SL environment concerning the levels of speaking anxiety. It is recommended that the extent to use SL should be moderated during speaking practice because SL does not offer a flawless solution to speaking anxiety.

scholarly journals EFL learner collaborative interaction in Second Life

ReCALL ◽  
2012 ◽  
Vol 24 (1) ◽  
pp. 20-39 ◽  
Author(s):  
Mark Peterson
Keyword(s):  
Language Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Target Language ◽  
Future Research ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Multiuser Virtual Environment ◽  
Computer Based ◽  
Collaborative Interaction

AbstractThis paper reports on the task-based interaction of English as a Foreign Language (EFL) learners in the 3D multiuser virtual environment (MUVE) Second Life. The discussion first explores research on the precursors of MUVEs, text-based 2D virtual worlds known as MOOs. This is followed by an examination of studies on the use of MUVEs in Computer Assisted Language Learning (CALL). The discussion then focuses on an investigation of the Second Life-based text chat of learners located at a university in Japan. Data analysis reveals that the environment, and tasks, elicited types of collaborative interaction hypothesized as beneficial in the sociocultural account of language development. Collaborative interaction identified in the data involved peer-scaffolding focusing on lexis, and correction. The data further showed that the participants actively maintained a supportive atmosphere through the provision of utterances designed to signal interest, and the extensive use of positive politeness. These factors facilitated social cohesion, intersubjectivity, and the consistent production of coherent target language output focused on the tasks. Participant feedback was broadly positive, and indicates that specific features of Second Life such as individual avatars, coupled to the computer-based nature of the interaction, appeared to enhance discourse management, engagement, and participation. The findings suggest that Second Life provides an arena for learner centered social interaction that offers valuable opportunities for target language practice, and the development of autonomy. Areas of potential for future research are identified.

scholarly journals Computer Assisted Language Learning (CALL) in EFL Classroom in Bangladesh

2020 ◽  
Author(s):  
Afroza Mili
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Computer Assisted ◽  
Tertiary Level ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
Learning Language ◽  
Learning English

This paper investigates an important area of learning English that is Computer Assisted Language Learning (CALL). The aim of the study is to show a complete overview of Computer Assisted Language Learning (CALL) in EFL classroom in Bangladesh. In Bangladesh most of the EFL learners do not get the facilities of learning through technology that can be one of the major reasons behind the backwardness of learners in learning a foreign language. This study is conducted among thirty students of Department of English at Tertiary level. Those students are considered as a representative of EFL learners at tertiary level. The finding of the study shows that learners are interested and want to learn through CALL but there are many obstacles and challenges of learning language through computer. This dissertation is recommended the ways of applying CALL in EFL classroom after examine the obstacles.

scholarly journals Virtual world anonymity and foreign language oral interaction

ReCALL ◽  
2018 ◽  
Vol 30 (2) ◽  
pp. 232-249 ◽  
Author(s):  
Sabela Melchor-Couto
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Self Efficacy ◽  
Mixed Methods Research ◽  
Strong Relationship ◽  
Efficacy Beliefs ◽  
Personality Profiles ◽  
Oral Interaction

AbstractIn recent years, a considerably high number of research studies have looked into the use of virtual worlds (VWs) for language learning. A number of authors have hypothesised about the effects of anonymity when foreign language interactions are conducted via VWs. This study addresses the effect that the anonymity experienced in VW interaction may have on participants that present different affective profiles. The participants are 18 students (five male, 13 female) aged between 19 and 20 years old and registered in a Spanish undergraduate degree at the University of Roehampton (London). They were involved in four tandem oral interaction activities in the VW Second Life with a group of native Spanish students from the Universidad de Cádiz (Spain). A mixed-methods research design with quantitative and qualitative data was applied. Data were collected about the participants’ foreign language anxiety (FLA) levels, self-efficacy beliefs, and psychological profile (introvert/extrovert). Participants were also asked to answer three open-ended questions about how they felt during the interaction in the VW. The results obtained reveal a strong relationship between self-efficacy beliefs and the anonymity effect experienced by students, although no correlation was found between the participants’ FLA levels or personality profiles and their experience of the anonymity afforded by the VW.

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