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    The crossroads of English language learners, task-based instruction, and 3D multi-user virtual learning in Second Life

    242251.pdf (1.105Mb)
    Access Status
    Open access
    Authors
    Chen, Julian
    Date
    2016
    Type
    Journal Article
    
    Metadata
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    Citation
    Chen, J. 2016. The crossroads of English language learners, task-based instruction, and 3D multi-user virtual learning in Second Life. Computers & Education. 102: pp. 152-171.
    Source Title
    Computers & Education
    DOI
    10.1016/j.compedu.2016.08.004
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/46088
    Collection
    • Curtin Research Publications
    Abstract

    English as a foreign language (EFL) learners' task-based practices in 3D multi-user virtual environments are a dynamic avenue that has attracted research attention in current second language acquisition literature. This study explores EFL adult learners' perceptions and language practices in a 10-session, task-based course in Second Life (SL). A full-blown task-based syllabus that capitalized on meaningful real-life tasks was designed and documented in this study. Employing the grounded theory approach and triangulating multiple qualitative data sources, two core themes emerged: factors that influence SL learning experience and effects of task-based instruction on language learning in SL. SL was evidenced as a viable learning environment due to its conspicuous features, immersive and virtual reality, sense of tele- and co-presence. This study implicates that 1) 3D multimodal resources in SL provide EFL learners with visual and linguistic support and facilitate language teaching and learning; and 2) tasks that draw upon SL features, accommodate learners' cultural/world knowledge, and simulate real-life scenarios, can optimize learners' virtual learning experiences.

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