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Achieveing the Ying-Yang in language teaching and learning in virtual worlds
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Achieveing the Ying-Yang in language teaching and learning in virtual worlds

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  • 1. ACHIEVING THE YING-YANG IN LANGUAGE LEARNING AND TEACHING IN VIRTUAL WORLDS Cristina Palomeque Joan-Tom às Pujolà 43rd ANNUAL INTERNATIONAL IATEFL CONFERENCE CARDIFF 31ST MARCH - 4TH APRIL 2009
  • 2. contents Context & Beliefs Students’ & Teachers’ backpacks Digital Student & digital teacher MUVEs as VLEs Language teaching in SL Simulations
  • 3. context
  • 4. not a videogame serious game
  • 5. SL - as a VLE Social dimension Interaction: environment, objects, avatars Sense of presence Multimodal communication
  • 6. “ psychologically held understandings, premises, or prepositions about the world that are felt to be true” Richardson 1996 beliefs
  • 7. sts’ backpack: beliefs Beliefs may have a profound influence on learning behavior. (Cotterall, 1995) Learners ’ belief systems cover a wide range of issues and can influence learners ’ motivation to learn, their expectations about language learning, their perceptions about what is easy or difficult about language, as well as the kind of learning strategies they favor. ( Richards & Lockhart, 1996:52 )
  • 8. Sts’ comments + Traditional
    • The environment is fantastic
    • A stimulating and enjoyable way to learn a language
    • Props and scenes helped me remember the vocabulary
    - I would like a class that prepared for tests like the TOEFL test - I don’t think it is useful to speak with other students if the teacher is not listening / work in groups - the classes I like best are grammar related + experimental with VLE
  • 9. sts’ comments
  • 10. T’s backpack: beliefs Teachers’ deep-rooted beliefs about how language are learned will prevade their classroom actions more than a particular methodology they are told to adopt or coursebook they follow. (Williams & Burden, 1997)
  • 11. T’s comments What I find most challenging about SL is that I don’t know how sts feel about the tasks. I cannot ‘read’ their faces. We had a lot of fun in class because sts were very engaged in the task and afterwards we had a very interesting discussion about their learning preferences. Today I could have used the SL environment more. I would not have liked to use it as if it were Skype because SL offers much more.
  • 12. Digital Teacher Digital Student
  • 13. Traditional - expects teachers to pour knowledge - is dependent on the teacher - feels safer with grammar lessons - prefers routines to unexpected situations
    • builds knowledge through interaction with teacher & peers
    • knows how to work autonomously
    • enjoys engaging in meaningful lang. tasks
    • is open to the unexpected
    • enjoys learning by “ playing ”
    Innovative Digital Student
  • 14. Innovative Traditional
    • transferring methodology from the real life class, either grammar-based or CLT-based
    • not exploiting the MUVE potential enough
    • having a “ digital accent ”
    - experimenting new MUVE methodology - exploiting the MUVE to find its learning potential and effectiveness - thinking as a “ digital native” Digital Teacher
  • 15. Type of Ts & Sts in SL
  • 16. language te aching in SL Course: - integrative skills - experiential learning - situational - virtual immersion
  • 17. language te aching in SL
    • Independent modules:
    • separate skills
      • (conversation practise)
    • - separate language systems
    • (grammar lessons)
  • 18. simulations Objectives - not explicit enough? Learner/teacher training for language learning in a MUVE
  • 19. Simulations in the FL class situational PBL / CLIL / learning by doing cognitive challenge not a role-play different type of assessment
  • 20. Traditional simulation structure
  • 21. Adapting traditional simulations to language learning in MUVEs briefing simulation debriefing informative feedback explicit language objectives enabling tasks
  • 22. To achieve the ying-yang
      • make objectives explicit
      • train learner & teacher
      • consider learners’ beliefs
      • revisit your own beliefs
      • take advantage of the MUVE
      • engage learners actively
    • provide informative feedback
      • exploit the “gaming” dimension
  • 23. Cristina Palomeque [email_address] Joan-Tomàs Pujolà [email_address]