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dc.contributor.authorChen, Julian
dc.contributor.editorSake Jager, Linda Bradley, Estelle J. Meima, Sylvie Thouësny
dc.date.accessioned2017-01-30T11:22:11Z
dc.date.available2017-01-30T11:22:11Z
dc.date.created2015-05-22T08:32:03Z
dc.date.issued2014
dc.identifier.citationChen, J. 2014. A case study on English language learners’ task-based interaction and avatar identities in Second Life: A mixed-methods design, in S. Jager, L. Bradley, E.J. Meima, S. Thouësny (ed), 2014 EUROCALL Conference, Aug 20 2014, pp. 47-51. Groningen, The Netherlands: Research-publishing.net.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/10991
dc.identifier.doi10.14705/rpnet.2014.9781908416209
dc.description.abstract

English as a foreign language (EFL) learners’ language use in 3-D virtual environments is a vibrant avenue that still deserves more research attention in the field of CALL. To contribute research and pedagogical implications to the current Second Life (SL) literature, this study aims to examine EFL adult learners’ use of communication strategies during task-driven, voice-based negotiation, as well as to explore their avatar identities during their language practices in a task-based virtual course in SL. Operationalized by task-based interaction, quantitative results show that confirmation checks, clarification requests and comprehension checks are the most frequently used strategies. The interrelationship among task types, negotiation and strategy use is also established –jigsaw task prompts the most instances of negotiation and strategy use. Qualitative results drawn from triangulation of multiple data sources reveal that SL is endorsed as a promising learning environment owing to its simulated immersion, augmented reality, tele/co-presence and masked identities via avatars. This study demonstrates that implementation of task-based instruction can be maximized by 3-D simulated features in SL. It also implicates that 1) two-way directed tasks with convergent and single-outcome conditions will stimulate more cognitive and linguistic processes of negotiation involving interactional modifications, and 2) avatar identities can boost EFL learners’ sense of self-image and confidence.

dc.publisherResearch-publishing.net
dc.subject3-D virtual environment
dc.subjectavatar identities
dc.subjecttask-based interaction
dc.subjectcommunication strategies
dc.titleA case study on English language learners’ task-based interaction and avatar identities in Second Life: A mixed-methods design
dc.typeConference Paper
dcterms.source.startPage47
dcterms.source.endPage51
dcterms.source.titlePrinciples and Practice - Proceedings of the 2014 EUROCALL Conference, Groningen, The Netherlands
dcterms.source.seriesPrinciples and Practice - Proceedings of the 2014 EUROCALL Conference, Groningen, The Netherlands
dcterms.source.isbn978-1-908416-19-3
dcterms.source.conference2014 EUROCALL Conference
dcterms.source.conference-start-dateAug 20 2014
dcterms.source.conferencelocationGroningen, The Netherlands
dcterms.source.placeDublin, Ireland
curtin.accessStatusFulltext not available


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