Virtual worlds jauregi et al eurocall 2010 slideshare
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Transcript of Virtual worlds jauregi et al eurocall 2010 slideshare
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Enhancing meaningful oral interaction in Second Life
Kristi Jauregi, Ton Koenraad, Silvia Canto, Rick de Graaff,
Utrecht University, TELL Consult,and partners
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Structure• Introduction to NIFLAR • Experiences with virtual worlds
– Pilots– Follow-up:
• Tasks & scenarios• Fragments• Added value
• Open-Sim• Conclusions
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Background to NIFLARLimitations in FLL & teaching contexts. Teaching:
• Teacher, book and grammar oriented• Scarce opportunities for FL learners to engage in meaningful
interaction with native peers • Intercultural awareness insufficiently addressed (Lace Report, 2007) • ICT underused (ICT-Impact Report, 2006) • Low motivation, low levels of achievement, possible drop outs
(Final Report High Level Group of Multilingualism, 2007)
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NIFLAR• Time span: 1 January 2009 – 31 December 2010• Partners: Universities of
– Utrecht in the Netherlands– Granada and Valencia in Spain– Coimbra in Portugal – Palacky in Olomouc the Czech Republic,– Nevsky and Novosibirsk in Russia– Concepción in ChileTELL Consult (Netherlands)Secondary schools, in Spain and The NetherlandsCoordination: Utrecht University
• Target languages: Dutch, Portuguese, Russian & Spanish
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NIFLAR• Time span: 1 January 2009 – 31 December 2010• Partners: Universities of
– Utrecht in the Netherlands– Granada and Valencia in Spain– Coimbra in Portugal – Palacky in Olomouc the Czech Republic,– Nevsky and Novosibirsk in Russia– Concepción in ChileTELL Consult (Netherlands)Secondary schools, in Spain and The NetherlandsCoordination: Utrecht University
• Target languages: Dutch, Portuguese, Russian & Spanish
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To enrich and innovate academic programs of foreign languages and make them more rewarding and relevant
Promoting blended learning
Through the use of two virtual environments:– Video web communication (Adobe Connect) – 3D Virtual Worlds (Second Life / Open SIM)
To study the added value of implementing networked interactions
Two target groups: – FL learners at secondary and tertiary levels – Pre- (in) service teachers
Main objectives of NIFLAR:
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Second Life
Open Sim
Adobe connect
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Experiences with virtual worlds in NIFLAR• June-July 2009: first pilot experience with Second Life• Explore the possibilities of the existing world• TL: Spanish• 2 NS (U Valencia & Granada)• 2NNS (U Utrecht)• Volunteers• 4 exploratory tasks:
– ICC (x4) - Sharing exploration (x2)– Exploring (x2) - Evaluation (x4)
• Sessions recorded
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Exploring the affordances of VWs• Opportunities for real-life and virtual synchronous voiced
communication & collaboration with (native) speakers of the target language
• Opportunities for creating culture-specific virtual scenarios for contextualised social communication
• Opportunities for action learning (Deutschmann et al. 2009)• Multimodal interaction (Hauck, 2010)
Resort to a sound pedagogical teaching approach > TBLT (Willis 1996, Ellis 2003)
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Pilot 2: November-december 2010
•Scenarios for interaction task driven•Participants:
-4 student teachers (Valencia, Granada)
- 8 FLL of Spanish (Utrecht)
•Integration in language course (B2)•Scenarios for 5 tasks developed•Sessions recorded and evaluated > follow-up
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Task effectiveness for language learners and student teachers
• Enhancing FL intercultural communicative competence (ICC) (Byram, 1997):
Oral interactionIntercultural awareness
• Facilitating pedagogical awareness on:ICCChallenges and opportunities of VWTask elaborationInteraction processesTeaching skills
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Criteria for task design in virtual worlds
Design principles:• For communicative competence in L2 acquisition (Willis,
1996; Doughty & Long, 2003; Ellis, 2003; Moonen, 2007)
• For intercultural competence in L2 acquisition(Byram, 1997; Müller-Jacquier, 2003)
• For the application of VW in L2 acquisition (Deutschmann, Panichi & Molka, 2009)
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Design principles for communicative L2 competence
• Exposure to rich, authentic, multimodal and contextually relevant language input
• Elicitation of meaningful, contextually appropriate language use
• Focus on language form alonside meaning• Convergent communicative outcome as a result of
negotiation of meaning
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Design principles for intercultural L2 competence
• Taking conceptions and misconceptions in daily life as a starting point, focus on intercultural contrasts and similarities
• Need to understand each other’s point of view/reference for task completion
In order to develop attitudes of openness and curiosity, enlarge intercultural knowledge, enhance skills of discovery and mediation in interaction, and critical awareness (Byram, 1997)
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Follow-up• February – April 2010• Part of a bigger research study (2 experimental & 1 cotrol groups)
• TL: Spanish, B1• Tasks integrated in academic curricula (obligatory for FLls)
• Participants: 14 FLls (UU) & 7 pre-service teachers (UV)• Interaction formats: tryads• Tutorials + 5 interaction sessions (1-2 hours)• Data: recordings, pre-mid- and post-questionnaires,
interviews, pre- & post-tests
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Research issues
What is the value of implementing virtual interaction (in Second Life) in language teaching curricula?
1. Meaningfulness2. Impact on motivation: Willingness to communicate
(MacIntyre et al. 2001) • Perceived competence• Communication anxiety
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Meaningful interaction• Meaning-focused, authentic/realistic, interpersonal, spontaneous
(Krashen, 1982)
• Social (Lantolf, 2006) and transactional (social & intertersonal, information and opinion gap)
• Balanced engagement (Dörnyei & Cisar, 2005)
• Context dependent: taking into account the specific affordances of the virtual environment: action learning, multimodality
• LL: Relevant for SLA:– NEGOTIATION OF LINGUISTIC MEANING (comprehension / production)
both linguistic and cultural (focus on form) (Doughty & Long, 2003; Long, 1996; Swain, 1985; Varonis & Gass, 1986)
– NEGOTIATION OF INTERCULTURAL MEANING (Belz, 2005; Byram, 1997; Müller-Jacquier 2003)
• Student teacher: Pedagogic rich exposure
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Tasks in Second Life
Task 1
Brilliant people!
-pre-task & task-NS & FLL
Brilliant people!
-pre-task & task-NS & FLL
Scenarios:-Participants go to an appartment:
look around, exchange info, watch pictures, eat and drink-Decide where to go: cinema,
Valencia, museum-Describe a brilliant person
Scenarios:-Participants go to an appartment:
look around, exchange info, watch pictures, eat and drink-Decide where to go: cinema,
Valencia, museum-Describe a brilliant person
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Meaningful fragments: task 1
Exchanging info about appartment. Click here to activate the recording.
Sharing info about picturesClick here to activate the recording.
Click here to activate the recording.
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Tasks in Second Life
Task 2 People and adventures:
-pre-task & task-NS & FLL
People and adventures:
-pre-task & task-NS & FLL
Scenarios:-Participants meet at a restaurant and have
to decide where to go to on holidays: winter/summer holidays.
-Go to a hotel (reception/room) -- Depending on their choice go to the
summer or winter slurl
Scenarios:-Participants meet at a restaurant and have
to decide where to go to on holidays: winter/summer holidays.
-Go to a hotel (reception/room) -- Depending on their choice go to the
summer or winter slurl
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Meaningful fragments: task 2
Click here to activate the recording.
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Task 3
Scenarios:Participants choose 2 out of these possible
scenes:-Birthday party / guests for dinner
- At the bar / on the bus
Scenarios:Participants choose 2 out of these possible
scenes:-Birthday party / guests for dinner
- At the bar / on the bus
People and films:Preparing, filming and evaluating scenes
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Meaningful fragments: task 3
RequestsRequests
Greetings
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Task 4
People with heart:Exchange info about social groups / identity
Describe pictures and compare
Scenarios:AppartmentScenarios:
Appartment
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Task 5
People & cultures:Cultural contest
Scenarios:TV studioScenarios:TV studio
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Task 5: meaningful fragments
Recordings
Recordings
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1 2 3 4 5 6 7
Week
2
3
4
5A
vera
ge
An
swe
r
VC VC VC
VC
VC
VC
VC
SL SL SL
SL
SL
SL
SL
C C C C C C C
Competence
Impact project on motivationMy competence in the target language is sufficient to communicate with natives
Start interaction sessions
Start interaction sessions
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1 2 3 4 5 6 7
Week
2
3
4
5A
vera
ge A
nsw
er
V
V V V V V V
S
S SS
SS
S
C C C C C C C
I like speaking to native speakers in the target language
Start interaction sessions
Start interaction sessions
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1 2 3 4 5 6 7
Week
2
3
4
5A
vera
ge A
nsw
er
VV
VV
VV
V
SS
SS
SS
S
C C C C C C C
I get very worried if I make mistakes when interacting in the target language
Start interaction sessions
Start interaction sessions
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1 2 3 4 5 6 7
Week
2
3
4
5A
vera
ge A
nsw
er
VV
VV
VV
V
SS
S
S
S
S
S
C C C C C C C
I feel nervous when speaking in the target language
Start interaction sessions
Start interaction sessions
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Results post-questionnaires:The environment
X: 3,64; N:14)
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1 2 3 4 5 6 7
Task / Week
2
3
4
5
V V V V
V
V
S
SS
S
S
SC C
C
C
C
Motivating Tasks
Results mid/post-questionnaires:Tasks
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1 2 3 4 5 6 7
Task / Week
2
3
4
5
VV
V
V
V
VS
S
S
S
S
SC
CC
CC
Useful Tasks
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Results post-questionnaires: speech partner
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Results post-questionnaires: learning
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Results post-questionnaires: learning
To ta
lk m
ore
fluen
tly
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Conclusions:The added value of integrating virtual interaction in education (1)
1. Challenging, motivating and innovative learning environment.
2. Offer opportunities for real-life and virtual synchronous communication with native speakers of the target language.
3. Rich linguistic and intercultural learning sequences emerge.4. Environment triggered communication sequences emerge:
spontaneous language use5. Collaborative learning and learner autonomy are enhanced.
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The added value of integrating virtual interaction in education (2)
6. Participants favour experiences of enjoyment and success. 7. Support authenticity of learning by favouring motivation.8. Allows for action learning: language a resource for doing
things & engaging in meaningful co-activity (Thorne, 2010)
9. Significant impact of SL tasks on willingness to communicate.
10. Intersubjectivity and social empathy are enhanced
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Would you like to know more about NIFLAR?
Come and visit our session tomorrow on teacher skillsfrom 14.00-15.30!
Join us in niflar.ning.comwww.niflar.eu
Thank you for your attention!!