W2 Article Review, Farid

Task-based teaching approaches of Chinese as a foreign language in Second Life through teachers’ perspectives
 Procedia Technology   13  ( 2014 )  16 – 22
SLACTIONS 2013: Research conference on virtual worlds - Learning with simulations


In the past five years, the use of 3D Multiuser Virtual Environment (MUVE) in education has received considerable attention. Researches have shown that using virtual learning environments can effectively increase learning motivation and engagement, reduce learner anxiety, support the development of learner autonomy, and promote interactive and creative ways of teaching and learning.


Aim of the study:

the aim of the study is to share the experience of teaching beginning level Chinese as a foreign language courses in Second Life from the perspective of an expert virtual world user and three novice users. Also, to discusses the utilisation of challenges that arose while implementing the learning tasks.

Methods:

an exploratory qualitative methodology was used as the research design. Participants engaged in this study were four instructors from two countries and 144 CFL undergraduate students at a major Australian university. One of the four instructors was an expert user of Second Life at the Australian university with more than 5 years teaching experience; the other three instructors were beginner users in Taiwan who had never taught courses in Second Life before.

 The class was divided to two hours, the first hour was taught by the instructor in Australia. in this session, learners mobilized language learned in the foreign language classroom during the semester to carry out authentic communicative tasks that simulate real life scenarios, engaging in Chinese character-based text chat with highly interactive non-player character (NPC) interlocutors. the second hour was taught by the instructor in Taiwan with a technical support from the Australian instructor. in the second hour three activity units and 25 sessions of one hour each were the span of one semester.

Findings:

1- provide opportunities to set clear goals.
2-ensuring student-centred and authentic approaches to learning.
3-providing multiple opportunities fpr input, production, and feedback.
4-promote a comfortable learning environment.