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This is the presentation given at Eurocall 2010 about the experiences of implementing Second Life in Language teaching curricula within the NIFLAR project.
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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
Structure• Introduction to NIFLAR • Experiences with virtual worlds
– Pilots– Follow-up:
• Tasks & scenarios• Fragments• Added value
• Open-Sim• Conclusions
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)
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
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
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:
Second Life
Open Sim
Adobe connect
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
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)
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
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
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)
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
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)
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
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
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
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
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.
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
Meaningful fragments: task 2
Click here to activate the recording.
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
Meaningful fragments: task 3
RequestsRequests
Greetings
Task 4
People with heart:Exchange info about social groups / identity
Describe pictures and compare
Scenarios:AppartmentScenarios:
Appartment
Task 5
People & cultures:Cultural contest
Scenarios:TV studioScenarios:TV studio
Task 5: meaningful fragments
Recordings
Recordings
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
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
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
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
Results post-questionnaires:The environment
X: 3,64; N:14)
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
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
Results post-questionnaires: speech partner
Results post-questionnaires: learning
Results post-questionnaires: learning
To ta
lk m
ore
fluen
tly
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.
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
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!!