scholarly journals Language Teaching in 3D Virtual Worlds with Machinima

2018 ◽  
Vol 8 (2) ◽  
pp. 20-38 ◽  
Author(s):  
Michael Thomas ◽  
Christel Schneider
Keyword(s):  
Teacher Training ◽  
Language Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Language Teaching ◽  
Field Testing ◽  
Learning And Teaching ◽  
Training Course ◽  
Online Teacher ◽  
Online Teacher Training

This article is based on findings arising from a large, two-year EU project entitled “Creating Machinima to Enhance Online Language Learning and Teaching” (CAMELOT), which was the first to investigate the potential of machinima, a form of virtual filmmaking that uses screen captures to record activity in immersive 3D environments, for language teaching. The article examines interaction in two particular phases of the project: facilitator-novice teacher interaction in an online teacher training course which took place in Second Life and teachers' field-testing of machinima which arose from it. Examining qualitative data from interviews and screen recordings following two iterations of a 6-week online teacher training course which was designed to train novice teachers how to produce machinima and the evaluation of the field-testing, the article highlights the pitfalls teachers encountered and reinforces the argument that creating opportunities for pedagogical purposes in virtual worlds implies that teachers need to change their perspectives to take advantage of the affordances offered.

Language Teaching in 3D Virtual Worlds With Machinima

2019 ◽  
pp. 693-713
Author(s):  
Michael Thomas ◽  
Christel Schneider
Keyword(s):  
Teacher Training ◽  
Language Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Language Teaching ◽  
Field Testing ◽  
Learning And Teaching ◽  
Training Course ◽  
Online Teacher ◽  
Online Teacher Training

This article is based on findings arising from a large, two-year EU project entitled “Creating Machinima to Enhance Online Language Learning and Teaching” (CAMELOT), which was the first to investigate the potential of machinima, a form of virtual filmmaking that uses screen captures to record activity in immersive 3D environments, for language teaching. The article examines interaction in two particular phases of the project: facilitator-novice teacher interaction in an online teacher training course which took place in Second Life and teachers' field-testing of machinima which arose from it. Examining qualitative data from interviews and screen recordings following two iterations of a 6-week online teacher training course which was designed to train novice teachers how to produce machinima and the evaluation of the field-testing, the article highlights the pitfalls teachers encountered and reinforces the argument that creating opportunities for pedagogical purposes in virtual worlds implies that teachers need to change their perspectives to take advantage of the affordances offered.

The Secret Agent Society

2018 ◽  
pp. 22-40
Author(s):  
Renae Beaumont ◽  
Sharon Hinton ◽  
Kate Sofronoff
Keyword(s):  
Social Skills ◽  
Teacher Training ◽  
Controlled Trial ◽  
Skills Training ◽  
Training Course ◽  
Social Skills Program ◽  
Grade 5 ◽  
Online Teacher ◽  
Online Teacher Training ◽  
Secret Agent

In recent years, there has been a worldwide commitment to integrating technology into classrooms to train students in the computer skills they will need to be workforce ready. This chapter provides an overview of the Secret Agent Society – Whole of Class Project: a randomized controlled trial of a gaming-based social skills training curriculum that was conducted in Grade 5 classrooms throughout Australia. The chapter explores the content, structure, and delivery format of the social skills program, together with the design and implementation of an online teacher training course to accompany it. Teacher feedback on the online teacher training course is presented, together with recommendations for enhancing the design, implementation, and evaluation of future online professional development courses for school staff.

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.

Pedagogical Insights Into Hyper-Immersive Virtual World Language Learning Environments

2020 ◽  
pp. 917-932
Author(s):  
Geoff Lawrence ◽  
Farhana Ahmed
Keyword(s):  
Language Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Target Language ◽  
World Language ◽  
Beliefs And Practices ◽  
Immersive Virtual Environments ◽  
Affinity Spaces

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 hyper-immersive 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.

Avatar Teaching and Learning

2020 ◽  
pp. 340-360
Author(s):  
Geoff Lawrence ◽  
Farhana Ahmed
Keyword(s):  
Language Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Target Language ◽  
Beliefs And Practices ◽  
Immersive Virtual Environments ◽  
Affinity Spaces ◽  
Language Teaching And Learning

This chapter examines the pedagogical potential of immersive social virtual worlds (SVWs) in language teaching and learning. Recognizing the language learning affordances of immersive virtual environments, this research examines a study analyzing 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 hyper-immersive 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 chapter concludes with a summary of pedagogical insights to inform the use of these hyper-immersive environments in language teaching and learning.

scholarly journals A Importância da interação no ensino e aprendizado de línguas estrangeiras

2021 ◽  
Vol 20 (01) ◽  
Author(s):  
ALLAN CORDEIRO
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Second Life ◽  
Classroom Environment ◽  
Language Teaching ◽  
Classroom Interaction ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Human Machine Interaction ◽  
Learning And Teaching

ABSTRACT   This paper examines the implications of interaction in foreign language learning and foreign language teaching. It intends to contribute to the discussion about the importance of interaction in and out of the classroom. Two papers were chosen to support the work on similar topics. The Task-based Language Teaching (TBLT) is presented alongside Stephen Krashen’s hypothesis as well as the Input Hypothesis. Analyses and observations are exposed to both papers. The concept of interaction and its relevance in learning foreign languages followed by the importance of tasks in the interactional process will be addressed. Paiva’s ecological relation and how she relates it with the classroom environment and Jauregi’s interactional analysis will also be presented. Lastly, the work considers the human-machine interaction and the digitalization of language learning and teaching. Jauregi’s research on Second Life interactions is also analysed alongside the importance of blended learning. The analysis confirms the importance of interaction in learning foreign languages. It is the essence of communication which is the primary function of languages.     KEYWORDS: Foreign language learning. Classroom interaction. Task-based Language Teaching.

Pedagogical Insights into Hyper-Immersive Virtual World Language Learning Environments

2018 ◽  
Vol 8 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Geoff Lawrence ◽  
Farhana Ahmed
Keyword(s):  
Language Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Target Language ◽  
World Language ◽  
Beliefs And Practices ◽  
Immersive Virtual Environments ◽  
Affinity Spaces

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 hyper-immersive 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.

scholarly journals Christopher Brumfit Award 2014

2015 ◽  
Vol 48 (4) ◽  
pp. 433-433
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Quality Of Presentation

The Editor and Board of Language Teaching are pleased to announce that the winner of the 2014 Christopher Brumfit thesis award is Dr Hilde van Zeeland. The thesis was selected by an external panel of judges based on its significance to the field of second language acquisition, second or foreign language learning and teaching, originality and creativity and quality of presentation.

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