Task-Based Language Learning and Learner Autonomy in 3D Virtual Worlds

2019 ◽  
pp. 669-692
Author(s):  
Iryna Kozlova
Keyword(s):  
Language Learning ◽  
Virtual Worlds ◽  
Learner Autonomy ◽  
Negotiation Of Meaning ◽  
Efl Learners ◽  
Task Instructions ◽  
Learning Tasks ◽  
3D Virtual Worlds ◽  
3D Virtual World ◽  
Problem Solving Task

This chapter investigates whether a problem-solving task with an environment exploration component mediates learner autonomy in a 3D virtual world (VW). Two groups of English as a foreign language (EFL) learners were to collect information by exploring the 3D VW and eliciting information from player avatars to complete the task. An analysis of student interaction reveals that only one of the groups acted as autonomous learners by generating new topics based on their observations in the environment; eliciting information and controlling the topics when interacting with the player avatars; and initiating repair leading to input modification, negotiation of meaning, and modification of output. Results suggest that learner autonomy could be promoted in 3D VWs by improving the clarity of task instructions and by designing learning tasks in such a way that students would be able to complete the tasks only if they share their observations with peers and player avatars.

Task-Based Language Learning and Learner Autonomy in 3D Virtual Worlds

2018 ◽  
pp. 50-73 ◽  
Author(s):  
Iryna Kozlova
Keyword(s):  
Language Learning ◽  
Virtual Worlds ◽  
Learner Autonomy ◽  
Negotiation Of Meaning ◽  
Efl Learners ◽  
Task Instructions ◽  
Learning Tasks ◽  
3D Virtual Worlds ◽  
3D Virtual World ◽  
Problem Solving Task

This chapter investigates whether a problem-solving task with an environment exploration component mediates learner autonomy in a 3D virtual world (VW). Two groups of English as a foreign language (EFL) learners were to collect information by exploring the 3D VW and eliciting information from player avatars to complete the task. An analysis of student interaction reveals that only one of the groups acted as autonomous learners by generating new topics based on their observations in the environment; eliciting information and controlling the topics when interacting with the player avatars; and initiating repair leading to input modification, negotiation of meaning, and modification of output. Results suggest that learner autonomy could be promoted in 3D VWs by improving the clarity of task instructions and by designing learning tasks in such a way that students would be able to complete the tasks only if they share their observations with peers and player avatars.

An Analysis of Negotiation of Meaning Functions of Advanced EFL Learners in Second Life

2019 ◽  
pp. 61-85 ◽  
Author(s):  
Sedat Akayoğlu ◽  
Gölge Seferoğlu
Keyword(s):  
Discourse Analysis ◽  
Virtual Worlds ◽  
Second Life ◽  
Negotiation Of Meaning ◽  
Efl Learners ◽  
3D Environment ◽  
3D Virtual Worlds ◽  
Discourse Patterns ◽  
Clarification Request

As the developments occurred in terms of technology, new tools and platforms started to be used in classroom settings. However, there is a need for discourse analysis of these tools and environments in order to better understand the flow of communication. This chapter aimed to determine discourse patterns in terms of negotiation of meaning functions observed in a course carried out in a 3D environment, Second Life. At the end of the study, it was found that the most frequently used negotiation of meaning functions were confirmation, elaboration request and clarification request, respectively; the least frequently used negotiation of meaning functions were reply vocabulary, reply comprehension, and vocabulary check. It could be claimed that the findings of this study were in parallel with the findings of the previous studies in the literature. This study might be helpful for researchers, educators, and students in order to better understand the contexts created in 3D virtual worlds.

Factors Affecting Learner Collaboration in 3D Virtual Worlds

2019 ◽  
pp. 26-60 ◽  
Author(s):  
Iryna Kozlova
Keyword(s):  
Virtual Worlds ◽  
Learning Activity ◽  
Factors Affecting ◽  
Efl Learners ◽  
Screen Capture ◽  
Audio Channel ◽  
3D Virtual Worlds ◽  
Collaboration Skills ◽  
3D Virtual World ◽  
Over Time

This chapter explores factors affecting learner collaboration by observing the performance of eight English as a foreign language (EFL) learners collaborating on tasks in a 3D virtual world (3D VW) over a period of six weeks. Students used an audio channel to interact with their peers and a text-based channel to make notes on a collaboration board. Their performance was recorded using Camtasia Relay, a screen-capture software, and then transcribed. Data analysis revealed that students' collaboration skills improved over time. The factors that facilitated collaboration included (1) learners and instructors' familiarity with 3D VWs, (2) learners' familiarity with the format of the learning activity, (3) learners' experience with the spontaneous use of the second language (L2), and (4) instructors' use of pedagogical techniques that facilitated collaboration. These results suggest that for students to benefit from collaborative learning, both learners and instructors need to be prepared for this type of instruction.

Knowledge Creation and Student Engagement Within 3D Virtual Worlds

2018 ◽  
pp. 507-525
Author(s):  
Brian G. Burton ◽  
Barbara Martin
Keyword(s):  
Student Engagement ◽  
Virtual Worlds ◽  
Knowledge Creation ◽  
Virtual World ◽  
Learning Task ◽  
Knowledge Conversion ◽  
3D Virtual Worlds ◽  
3D Virtual World ◽  
Knowledge Spiral

Examined in this 3D Virtual World case study was undergraduate student engagement on a learning task and student creation of knowledge. After creating a 3D didactic constructivist virtual world, student conversations were recorded for analysis using Hara, Bonk, and Angeli's (2000) engagement framework and Nonaka and Takeuchi's (1995) knowledge creation theory. The five forms of student engagement augmented the learning process and a complete knowledge spiral was documented, emphasizing the use of the four modes of knowledge conversion. Though limited in time and scope, results further suggest that a highly engaged community of learners was created.

Autonomy in Scaffolding as Learning in Teacher-Student Negotiation of Meaning in a University EFL Classroom

2017 ◽  
Vol 40 (4) ◽  
Author(s):  
Li Danli
Keyword(s):  
Language Learning ◽  
Teacher Development ◽  
Undergraduate Students ◽  
Self Regulation ◽  
Learner Autonomy ◽  
Negotiation Of Meaning ◽  
Pedagogical Tool ◽  
Teacher Student ◽  
Student Dialogue ◽  
Chinese Teacher

AbstractBased upon sociocultural theory, this study investigates the dynamics of the teacher’s roles and learner autonomy in the process of scaffolding in teacher-student negotiation of meaning in an EFL classroom. The participants were 25 undergraduate students and a Chinese teacher of English at a university in China. The teacher-student dialogue was the central mechanism mediating the construction of negotiation of meaning and form in language learning. The analysis of classroom discourse and the teacher’s retrospection from an interview illustrated the teacher’s different roles in interaction, where scaffolding acted as a structured pedagogical tool. The study revealed that the learners were afforded assistance to progress from other-regulation to self-regulation, and consequently, the teacher exploited opportunities to enhance learner autonomy in negotiation of spaces for autonomy in classroom teaching. The study has probed into the significance of the teacher’s capacity of controlling scaffolding effectively and generated implications for teacher development and learner training.

Impact of Flow and Brand Equity in 3D Virtual Worlds

2010 ◽  
Vol 21 (3) ◽  
pp. 69-89 ◽  
Author(s):  
Fiona Fui-Hoon Nah ◽  
Brenda Eschenbrenner ◽  
David DeWester ◽  
So Ra Park
Keyword(s):  
Brand Equity ◽  
Virtual Worlds ◽  
Behavioral Intention ◽  
Virtual World ◽  
Theoretical Foundation ◽  
Flow Experience ◽  
3D Virtual Worlds ◽  
3D Virtual World ◽  
The Impact ◽  
The Relationship

This research is a partial test of Park et al.’s (2008) model to assess the impact of flow and brand equity in 3D virtual worlds. It draws on flow theory as its main theoretical foundation to understand and empirically assess the impact of flow on brand equity and behavioral intention in 3D virtual worlds. The findings suggest that the balance of skills and challenges in 3D virtual worlds influences users’ flow experience, which in turn influences brand equity. Brand equity then increases behavioral intention. The authors also found that the impact of flow on behavioral intention in 3D virtual worlds is indirect because the relationship between them is mediated by brand equity. This research highlights the importance of balancing the challenges posed by 3D virtual world branding sites with the users’ skills to maximize their flow experience and brand equity to increase the behavioral intention associated with the brand.

scholarly journals Communicative Activities in Saudi EFL Textbooks: A Corpus-driven Analysis

2018 ◽  
Vol 9 (6) ◽  
pp. 1301
Author(s):  
Ahmad Al Khateeb ◽  
Sultan Almujaiwel
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Corpus Analysis ◽  
Efl Learners ◽  
Learning Tasks ◽  
The Poor ◽  
Wide Range ◽  
Authentic Language ◽  
Oral Skills ◽  
Everyday Communication

This paper investigates the speaking and communication tasks in EFL textbooks in Saudi Arabia by means of corpus analysis. This analysis explores the extent to which the speaking tasks provided in Saudi EFL textbooks are communicatively incompetent, and is important due to the unsatisfactory, limited levels achieved by many learners of English at most educational stages, specifically primary, intermediate, and secondary. The reason for the poor oral skills among many EFL learners is due to the absence of authentic language learning tasks in a wide range of situations. The techniques used to detect the range of communicative tasks are based on sketching and retrieving the n-grams of in pairs and the verbal collocates say, talk, tell, ask, and discuss in a span of n = 2 ≤ ≥ 2. The experimental analysis driven from the intended textbooks shows that speaking tasks lack reasonable distributions of everyday communication examples and speaking/communicative situations.

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 Exploring Language Learning Motivation among Primary EFL Learners

2020 ◽  
Vol 11 (2) ◽  
pp. 221
Author(s):  
Matthew P. Wallace ◽  
Emily In Leng Leong
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Social Relationships ◽  
Target Language ◽  
Learner Motivation ◽  
Efl Learners ◽  
Learning Tasks ◽  
Language Learning Motivation ◽  
Support Teacher ◽  
Different Levels

The present study examined factors contributing to motivation of young EFL learners. Specifically, it explored learners’ attitudes and purposes for studying English, and how their perceptions of social support (teacher, family, peers) and that of the formal learning environment (learning tasks and class activities) varied at different levels of motivation. In total, 23 grade six students who studied at a Macau primary school completed a 10-item open-ended questionnaire. Findings revealed that most of the participants were highly motivated and learned English for both instrumental (e.g., for work and travel) and integrative (e.g., wanting to integrate within the target language culture) reasons. Most respondents reported that they viewed their teachers positively, which may explain why most of them also had a positive view of studying English despite indicating that their family expected them to get high grades on exams, and that most of their classmates perceived studying English negatively. Unsurprisingly, participants also reported that games and songs were their favored activities because they increased their intrinsic motivation to learn. The results of this study suggest that young learner motivation may be largely influenced by the learning environment (as opposed to family or peer social relationships), notably the positive relationship with the teacher and the types of learning activities employed to achieve learning aims.

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