Danny- week 4 article review

Second Life as a Language Learning Tool (EFL)

This paper describes how SL, a Multi-User Virtual Environments (MUVEs) platform, affects English-as-a-foreign-language (EFL) educational programs and learners. The researchers and use of SL in language instruction are examined and some suggestions are offered to both instructors and designers on how they leverage of SL especially in higher education settings. Both upsides and downsides are discussed. The main target of this review is EFL students in higher education settings using SL as a learning tool.

One problem of previous studies on computer technology, like SL, in education is little effort integration into language study and teaching while the majority is on polytechnics and university settings (69%). (Hew & Cheung, 2010) Petrakou (2010) did a suitable study in which an English course in higher education to give the students practice in speaking English in more organized settings. Lectures, pair discussions, group discussions and presentations are given to students paired who are native speakers and language learner lack of English competence as well as experience in virtual worlds. SL is also applied in other institutions and private companies for language learning or teaching. It is generally considered adequate for providing learners with safe and vivid environment (Petrakou, 2010).

One of advantages of SL as an EFL tool is its easy access to various online communities all over the world. It serves a good place for them to talk with native speakers or other language learners who have hard time to talk with people in English (Erard, 2007). Another advantage is that because of the ―spatial dimension‖ of Second Life the use of an avatar, the teacher might be able to visualize important aspects regarding the tone of voice and distance when using English phrases. A good example for this might be, when the teacher tries to describe how the tone of voice is used when saying “excuse me”, he also shows the appropriate distance between people with his avatar (Petrakou, 2010). In addition to this, in Second Life the learning environment is not only restricted to one place, you can do your activities, experiences and interactions in another place that are a part of the virtual world. Therefore there is no space limitation in Second Life for learning.

As for disadvantages misunderstandings might occur during the process and it might affect learning. Actually this might be a big problem for students as they cannot see the mimics and the real body language of the people they are communicating with. Planning and meeting is another problem in synchronous environment, it is needed to be defined very well in order to apply it efficiently. Moreover, misunderstandings occur since no mimics or real body language can be seen in synchronous environment. Besides, technical challenge like lag of voice is a commonplace which undermines the communication process as well. Another drawback is the richness in graphics and dynamic settings actually distracts students. They cannot focus on study subjects due to this disadvantage. Last but not least, huge money can be cost since further and successful presence in SL needs maintenance, editing, and revising process. Owing a piece of land, building, clothing takes a lot of money. Having a good command of these technologies takes time and instructions from other people.

References

Erard, M. (2007). A Boon to Second Life Language Schools. Retrieved 05/02, 2010, from http://www.technologyreview.com/communications/18510/page1

Hew, K. F., & Cheung, W. S. (2010). Use of three-dimensional (3-D) immersive virtual worlds in K-12 and higher education settings: A review of the research. British Journal of Educational Technology, 41(1), 33-55.

Petrakou, A. (2010). Interacting Through Avatars: Virtual worlds as a context for online education. Computers & Education, 54(4), 1020-1027. DOI: 10.1016/j.compedu.2009.10.007

Wang, C. X., Hongbo, S., Fangli, X., & Qiaoqiao, Y. (2009). Integrating Second Life into an EFL Program: Students' Perspectives. Journal of Educational Technology Development & Exchange, 2(1), 1-16.