Hostname: page-component-cd9895bd7-mkpzs Total loading time: 0 Render date: 2024-12-27T08:10:30.007Z Has data issue: false hasContentIssue false
  • English
  • Français

Learner participation patterns and strategy use in Second Life: an exploratory case study

Published online by Cambridge University Press:  01 September 2010

Mark Peterson
Mark Peterson*
Affiliation:
The Graduate School of Human and Environmental Studies, Kyoto University, Yoshida-Nihonmatsu-Cho, Sakyo-Ku, Kyoto 606-8501, Japan (email: M.Peterson@fx8.ecs.kyoto-u.ac.jp)
Get access Rights & Permissions [Opens in a new window]

Abstract

This paper reports on an exploratory case study that investigates the synchronous interaction of intermediate level EFL learners in the 3D virtual world Second Life. The subjects took part in three seventy-minute chat sessions that involved the use of affordances provided by a purpose-built world within this environment. Analysis of the data revealed that the context and tasks appeared to elicit a high degree of participation. The interaction was highly learner–centered, with the majority of messages exchanged between students. The analysis further indicated that the subjects overcame initial difficulties to produce coherent target language output focused on the tasks through collaborative interaction involving the use of five transactional and two interactional discourse management strategies. Transactional strategies identified in the data were the use of split turns, time saving devices, addressivity, upper case and quotation marks. Interactional strategies were the use of politeness and keyboard symbols. The majority of these represented transfers from strategies used in non-computer-based forms of communication. The others were adaptive behaviours appropriate to the online medium. The consistent use of these strategies enabled the subjects to manage their interaction in an effective manner. Learner feedback was largely positive, and indicted that participation appeared to engender high levels of motivation and interest. This paper concludes by identifying areas of potential in future research on the use of 3D virtual worlds in CALL.

Keywords

Second Life3D virtual worldsparticipationstrategiesinteraction
Type
Research Article
Information
ReCALL , Volume 22 , Issue 3 , September 2010 , pp. 273 - 292
Copyright
Copyright © European Association for Computer Assisted Language Learning 2010

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Blake, R. (2000) Computer mediated communication: A window on L2 Spanish interlanguage. Language Learning & Technology, 4(1): 120–136.Google Scholar
Brown, G.Yule, G. (1983) Discourse analysis. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Chapelle, C. A. (2001) Innovative language learning: Achieving the vision. ReCALL, 13(1): 3–14.CrossRefGoogle Scholar
Cherny, L. (1999) Conversation and Community: Chat in a Virtual World. Stanford: Center for the Study of Language and Information.Google Scholar
Chun, D. (1994) Using computer networks to facilitate the acquisition of interactive competence. Computer Assisted Language Learning, 22(1): 17–31.Google Scholar
Conacher, J. E. (2004) Review of conversation and technology. Language Learning & Technology, 8(1): 20–23.Google Scholar
Darhower, M. (2002) Interactional features of synchronous computer-mediated communication in the intermediate L2 class: A sociocultural case study. CALICO Journal, 19(2): 249–277.CrossRefGoogle Scholar
Deutschmann, M., Panichi, L.Molka-Danielsen, J. (2009) Designing Oral Participation in Second Life – A Comparative Study of Two Language Proficiency Courses. ReCALL, 21(2): 206–226.CrossRefGoogle Scholar
Fernandez-Garcia, M.Martinez-Arbelaiz, A. (2002) Negotiation of meaning in nonnative speaker-nonnative speaker synchronous discussions. CALICO Journal, 19(2): 279–294.CrossRefGoogle Scholar
Gass, S. M. (2000) Changing views of language learning. In: Trappes-Lomax, H. (ed.), Change and continuity in applied linguistics: Selected papers from the annual meeting of the British Association of Applied Linguistics, Edinburgh. Edinburgh: BAAL, 51–67.Google Scholar
Hampel, R. (2006) Rethinking task design for the digital age: A framework for language teaching and learning in a synchronous online environment. ReCALL, 18(1): 105–121.CrossRefGoogle Scholar
Hudson, J. M.Bruckman, A. S. (2002) IRC Francais: The creation of an Internet-based SLA community. Computer Assisted Language Learning, 15(2): 109–134.CrossRefGoogle Scholar
Kern, R. (1995) Restructuring classroom interaction with network computers: Effects on quantity and characteristics of language production. The Modern Language Journal, 25(5): 441–454.Google Scholar
Kötter, M. (2003) Negotiation of meaning and codeswitching in online tandems. Language Learning & Technology, 7(2): 145–172.Google Scholar
Lee, L. (2001) Online interaction: Negotiation of meaning and strategies used among learners of Spanish. ReCALL, 13(2): 232–244.CrossRefGoogle Scholar
Lee, L. (2002) Synchronous online exchanges: A study of modification devices on non-native discourse. System, 30(3): 275–288.CrossRefGoogle Scholar
Long, M. (1996) The role of linguistic environment in second language acquisition. In: Ritchie, W. and Bhatia, T. (eds.), Handbook of research on second language acquisition. New York: Academic Press, 413–469.Google Scholar
Negretti, R. (1999) Web-based Activities and SLA: A Conversation Analysis Research Approach. Language Learning & Technology, 3(1): 75–87.Google Scholar
Ornberg, T. (2003) Linguistic presence on the Internet: Communication, worldview and presence in online virtual environments. Unpublished master’s thesis, University of Umea.Google Scholar
Peterson, M. (2006) Learner interaction management in an avatar and chat-based virtual world. Computer Assisted Language Learning, 19(1): 79–103.CrossRefGoogle Scholar
Pica, T., Kanagy, R.Falodun, J. (1993) Choosing and using communication tasks for second language instruction. In: Crookes, G. and Gass, S. (eds.), Tasks and Language Learning: Integrating theory and Practice. Clevedon: Multilingual Matters, 9–34.Google Scholar
Schroeder, R. (2002) Social interaction in virtual environments: Key issues, common themes, and a framework for research. In: Schroeder, R. (ed.), The Social Life of Avatars: presence and interaction in Shared Virtual Environments. London: Springer-Verlag, 1–18.CrossRefGoogle Scholar
Schwienhorst, K. (2002) The state of VR: A meta-analysis of virtual reality tools in second language acquisition. Computer-Assisted Language Learning, 15(3): 221–239.CrossRefGoogle Scholar
Simpson, J. (2002) Discourse and synchronous computer-mediated communication: Uniting speaking and writing. In: Thompson, P. and Spelman Miller, K. (eds.), Unity and diversity in language use. London: Continuum, 57–71.Google Scholar
Smith, B. (2003) Computer-mediated negotiated interaction: An expanded model. The Modern Language Journal, 87(1): 38–57.CrossRefGoogle Scholar
Svensson, P. (2003) Virtual worlds as arenas for language learning. In: Felix, U. (ed.), Language learning online: towards best practice. Lisse: Swets & Zeitlinger, 123–142.Google Scholar
Swaffar, J. (1998) Networked language learning: Introduction. In: Swaffar, J., Romano, S., Arens, K. and Markley, P. (eds.), Language learning online: Theory and practice in the ESL and L2 computer classroom. Austin: Labyrinth Publications, 1–15.Google Scholar
Toyoda, E.Harrison, R. (2002) Categorization of text chat communication between learners and native speakers of Japanese. Language Learning and Technology, 6(1): 82–99.Google Scholar
Tudini, V. (2003) Using native speakers in chat. Language Learning & Technology, 7(3): 141–159.Google Scholar
Von Der Emde, S., Schneider, J.Kötter, M. (2001) Technically speaking: Transforming language learning through virtual learning environments (MOOs). The Modern language Journal, 85(2): 211–225.CrossRefGoogle Scholar
Waggoner, M. (1992) A case study approach to the evaluation of computer conferencing. In: Kaye, A. R. (ed.), Collaborative learning through computer conferencing: The Najaden Papers. Berlin: Springer-Verlag, 137–146.CrossRefGoogle Scholar
Warner, C. N. (2004) It’s just a game right? Types of play in foreign language CMC. Language Learning & Technology, 8(2): 69–87.Google Scholar
Warschauer, M.Kern, R. (2000) Introduction: Theory and practice of network-based language teaching. In: Warschauer, M. and Kern, R. (eds.), Network-based language teaching: Concepts and practice. New York: Cambridge University Press, 1–19.CrossRefGoogle Scholar
Werry, C. C. (1996) Linguistic and interactional features of Internet Relay Chat. In: Herring, S. C. (ed.), Computer-mediated communication: Linguistic, social and cross-cultural perspectives. Amsterdam: John Benjamins, 47–63.CrossRefGoogle Scholar