A Comparative Study of Platforms for Multi-User Virtual Environments

2011 ◽  
pp. 137-170
Author(s):  
Arda Tezcan ◽  
Debbie Richards
Keyword(s):  
Foreign Language ◽  
Comparative Study ◽  
Language Learning ◽  
Virtual Environments ◽  
Virtual Worlds ◽  
Real World ◽  
Foreign Language Learning ◽  
Fields Of Study ◽  
The Right ◽  
Minimal Effort

Multi-User Virtual Environments (MUVEs) have been found to be engaging and provide an environment in which the elements of discovery, exploration and concept testing, fundamental to the field of science, can be experienced. Furthermore, MUVEs accommodate lifelike experiences with the benefit of the situated and distributed nature of cognition; they also provide virtual worlds to simulate the conditions that are not doable or practicable under real world circumstances making them very relevant to many other fields of study such as history, geography and foreign language learning. However, constructing MUVEs can be expensive and time consuming depending on the platform considered. Therefore, providing the most appropriate platform that requires minimal effort, cost and time will make MUVE deployment in the classroom faster and more viable. In this chapter, the authors provide a comparative study of prominent existing platforms for MUVEs that can be used to identify the right balance of functionality, flexibility, effort and cost for a given educational and technical context. A number of metrics are identified, described and used to enable the comparison. Platform assessment was done in four main metric groups: communication and interaction, characters, features and education. Communication and interaction metrics are used to assess how the communication and interaction is done within the examined platform. Character metrics are employed to measure avatar and agent affordances. Features metrics are defined to compare what the platform offers in terms of technology. Lastly, education metrics are used to identify the value of the associated platform for educational purposes.

scholarly journals Language Learning in Virtual Worlds: The Role of Foreign Language and Technical Anxiety

2013 ◽  
Vol 6 (1) ◽  
Author(s):  
Scott John Grant ◽  
Hui Huang ◽  
Sarah E. Pasfield-Neofitou
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Virtual Environments ◽  
Virtual Worlds ◽  
Real World ◽  
Virtual World ◽  
Multiple Sources ◽  
The Real ◽  
Learner Performance ◽  
3D Virtual World

This project examines whether or not learners feel less foreign language anxiety (FLA) in an online multiuser 3D virtual world simulation than in the real world classroom. Previous research has shown FLA to have negative effects on learner performance and learning outcomes. Research into learning in virtual worlds has indicated that performance anxiety may be lessened in these environments, however, the use of such virtual environments also places demands on the learner to develop a range of technical skills to facilitate interaction. The project examines whether or not learners feel less FLA in an online multiuser 3D virtual world simulation than in the real world classroom and also attempts to establish what impacts these demands have on learner performance and FLA. This work-in-progress paper, on the basis of preliminary analysis, has found 1) there are multiple sources of FLA in both classroom and virtual environments; 2) students found the virtual environment less stressful in terms of language use and 3) there was not a significant inherent level of technical related anxiety.

scholarly journals Speech processing and plasticity in the right hemisphere predict variation in adult foreign language learning

NeuroImage ◽  
2019 ◽  
Vol 192 ◽  
pp. 76-87 ◽  
Author(s):  
Zhenghan Qi ◽  
Michelle Han ◽  
Yunxin Wang ◽  
Carlo de los Angeles ◽  
Qi Liu ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Speech Processing ◽  
Right Hemisphere ◽  
Foreign Language Learning ◽  
The Right

scholarly journals Learners' Attitudes to Repetitious Exposure in Multimedia Listening Software

2011 ◽  
Vol 19 ◽  
pp. 56
Author(s):  
Vehbi Turel
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Real World ◽  
Digital Computer ◽  
Foreign Language Learning ◽  
Listening Skills ◽  
Positive Effects ◽  
Different Types ◽  
Audio Video

<p>The positive effects of using different types of listening texts (i.e. audio, video) in listening enhancement as a part of foreign language learning are already well known (Turel 2004: 178-84, Tschirner 2001: 310, Ridgway 2000: 182, Borchardt 1999:10, Adair-Hauck et al. 1999: 273, 289, Peter 1994: 202, Hart 1992: 5). As multimedia enables us to combine and present different listening texts on the same digital computer platform more effectively, the same listening texts can be presented to language learners in different forms (Turel 2004: 129-38, Trinder 2002: 79, Heron et al. 2002: 37, Brett 1998: 81, Chanier 1996: 7, Ashward 1996: 80, Brett 1996: 204, Fox et al. 1992: 39, Leffa 1992: 66). In this research, the language learners were provided with listening texts in the form of audio-only and audio-visuals (i.e. audio + visuals, audio + animation, video-only, video + visuals). They were also provided with the opportunity of re-listening to the same audio-only with visuals and audio-visuals without visuals. This study investigated 45 autonomous intermediate and upper intermediate language learners' perceptions of the opportunity of re-listening to the same audio-only with visuals and audio-visuals without visuals through interactive multimedia listening software that aimed to enhance the listening skills of the participants. The results reveal that the language learners are in favour of re-listening to the same audio-only with visuals and audio-visuals without visuals. They believe that such an opportunity improves their listening skills and helps prepare them for the real world.</p>

Massive Multiplayer Online Role-Playing Games as English as a Foreign Language Learning Environments

2019 ◽  
pp. 162-182
Author(s):  
Hélder Fanha Martins
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Virtual Worlds ◽  
English Language ◽  
Foreign Language Learning ◽  
Role Playing ◽  
Target Language ◽  
Role Playing Games

The objective of this chapter is to gain a better understanding of the usefulness of massive multiplayer online role-playing games (MMORPGs) for promoting English as a foreign language (EFL) acquisition. To accomplish this goal, the author analyzed specific categories of interaction occurring between English language learners while playing an online game entitled Eve Online. Previous research has proved that there are positive outcomes on EFL acquisition from the interaction that takes place while playing video games known as MMORPGs. These games immerse players in virtual worlds that are inhabited by hundreds and even thousands of other players, and all are partaking in the game in real time. Learners who choose to play the game in a foreign language are exposed to target language input in a context-rich environment where they can interact with native-speakers and other language learners.

scholarly journals PROBLEMS OF TESTING APPLICATION IN FOREIGN LANGUAGE LEARNING CONTROL

2019 ◽  
Vol 7 (6) ◽  
pp. 53-59
Author(s):  
Yulia Alexandrovna Kozlova ◽  
Alina Andreevna Kadyrova ◽  
Kadria Azatovna Sakhibullina
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Control ◽  
Great Effort ◽  
Test Form ◽  
Content Analysis Method ◽  
Teachers And Students ◽  
The Right ◽  
Test Control

Purpose of the study: This article is devoted to the test form of control which is characterized by objective measurement of learning outcomes because they are guided by the objective empirical criteria. Methodology: Method of structural analysis, content analysis method, scientific interpretation, and synthesis of specific factual materials were chosen as methods of our research. Results: Test control of knowledge is effective only when a great effort is made by the teacher. The teacher should know how to choose the right tests and how to make them, as not every set of questions with answers to them can be called a test. The aim of this work is to identify the problems of using testing as a control form of foreign language learning and give guidelines for their solution. Applications of this study: This research can be used for the universities, teachers, and students. Novelty/Originality of this study: In this research, the model of the Problems of Testing Application in Foreign Language Learning Control is presented in a comprehensive and complete manner.

scholarly journals Grammatical mistakes of Albanian students in learning English as a foreign language

2021 ◽  
Vol 5 (S3) ◽  
pp. 814-822
Author(s):  
Isa Spahiu ◽  
Naim Kryeziu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
English Grammar ◽  
Efl Students ◽  
The Right ◽  
Learning English

Making mistakes is an unavoidable element of learning and teaching a foreign language. Because there are virtually always exceptions to the "rules," English can be tough to master. This study focuses on the most prevalent grammatical errors made by Albanian students during the EFL (English as a foreign language) learning process, as well as the sources of these errors, in order to consider them while teaching English grammar. The purpose of this study is to find out to what extent Albanian EFL students to be successful in the use of prepositions, and how much impact their mother tongue has on their errors. Being aware of such mistakes in teaching and learning English grammar for communicative purpose may help the teacher in choosing the right teaching option that would pose fewer difficulties and problems to their learners and therefore, enhance students learning of English grammar. In this study, the terms error and mistake are used interchangeably to refer to the generation of incorrect forms in learners' linguistic output. It has been highlighted that the effect of the learners' native language is responsible for many of the errors. 

scholarly journals Changes in Prospective Teachers’ Beliefs about Foreign Language Learning in a Teacher Training Program

2020 ◽  
Vol 10 (2) ◽  
pp. 37
Author(s):  
Adel Abu Radwan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Prospective Teachers ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Teaching Experience ◽  
Sultan Qaboos University ◽  
Learning And Teaching ◽  
The Right

This study examines changes in the beliefs of a group of undergraduate students about learning and teaching English as a foreign language. Learners’ beliefs are thought to shape students’ language learning experience and often guide their future teaching practices. Thus, any mistaken beliefs could negatively affect student learning and teaching experience for decades (Peacock, 2001). While some studies suggest that students’ beliefs are stable, inflexible and resistant to change, others show that students’ beliefs are amenable to change with proper intervention. This study uses a questionnaire to collect data from 212 students in the English Department at Sultan Qaboos University. The results show that learners hold strong beliefs about the role of vocabulary, grammar and practice in learning a foreign language. Moreover, their beliefs did not undergo any significant changes during the duration of the program though slight shifts in their beliefs could be noticed in the final year of their training. The study suggests that special attention should be given to this area to eliminate any detrimental beliefs held by prospective teachers. Early intervention may steer students in the right direction and could equip them with the theoretical and pedagogical beliefs necessary to positively influence their future students.   

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