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

  1. 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. 2. contents Context & Beliefs Students’ & Teachers’ backpacks Digital Student & digital teacher MUVEs as VLEs Language teaching in SL Simulations
  3. 3. context
  4. 4. not a videogame serious game
  5. 5. SL - as a VLE Social dimension Interaction: environment, objects, avatars Sense of presence Multimodal communication
  6. 6. “ psychologically held understandings, premises, or prepositions about the world that are felt to be true” Richardson 1996 beliefs
  7. 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. 8. Sts’ comments + Traditional <ul><li>The environment is fantastic </li></ul><ul><li>A stimulating and enjoyable way to learn a language </li></ul><ul><li>Props and scenes helped me remember the vocabulary </li></ul>- 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. 9. sts’ comments
  10. 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. 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. 12. Digital Teacher Digital Student
  13. 13. Traditional - expects teachers to pour knowledge - is dependent on the teacher - feels safer with grammar lessons - prefers routines to unexpected situations <ul><li>builds knowledge through interaction with teacher & peers </li></ul><ul><li>knows how to work autonomously </li></ul><ul><li>enjoys engaging in meaningful lang. tasks </li></ul><ul><li>is open to the unexpected </li></ul><ul><li>enjoys learning by “ playing ” </li></ul>Innovative Digital Student
  14. 14. Innovative Traditional <ul><li>transferring methodology from the real life class, either grammar-based or CLT-based </li></ul><ul><li>not exploiting the MUVE potential enough </li></ul><ul><li>having a “ digital accent ” </li></ul>- experimenting new MUVE methodology - exploiting the MUVE to find its learning potential and effectiveness - thinking as a “ digital native” Digital Teacher
  15. 15. Type of Ts & Sts in SL
  16. 16. language te aching in SL Course: - integrative skills - experiential learning - situational - virtual immersion
  17. 17. language te aching in SL <ul><li>Independent modules: </li></ul><ul><li>separate skills </li></ul><ul><ul><li>(conversation practise) </li></ul></ul><ul><li>- separate language systems </li></ul><ul><li>(grammar lessons) </li></ul>
  18. 18. simulations Objectives - not explicit enough? Learner/teacher training for language learning in a MUVE
  19. 19. Simulations in the FL class situational PBL / CLIL / learning by doing cognitive challenge not a role-play different type of assessment
  20. 20. Traditional simulation structure
  21. 21. Adapting traditional simulations to language learning in MUVEs briefing simulation debriefing informative feedback explicit language objectives enabling tasks
  22. 22. To achieve the ying-yang <ul><ul><li>make objectives explicit </li></ul></ul><ul><ul><li>train learner & teacher </li></ul></ul><ul><ul><li>consider learners’ beliefs </li></ul></ul><ul><ul><li>revisit your own beliefs </li></ul></ul><ul><ul><li>take advantage of the MUVE </li></ul></ul><ul><ul><li>engage learners actively </li></ul></ul><ul><li>provide informative feedback </li></ul><ul><ul><li>exploit the “gaming” dimension </li></ul></ul>
  23. 23. Cristina Palomeque [email_address] Joan-Tomàs Pujolà [email_address]

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