Jauregi et al antwerp call2010 version kristi
- The document discusses a research project called NIFLAR that aims to enhance motivation for learning foreign languages through the use of video web communication and virtual worlds like Second Life. - It describes how the project provides opportunities for meaningful interaction between native and non-native speakers through challenging and innovative online environments. This interaction is meant to promote collaborative learning and authentic language use. - Research conducted as part of NIFLAR found that interaction through video web communication and tasks in Second Life had a positive impact on foreign language learners' willingness to communicate and their perceptions of their language learning process. Lower proficiency learners seemed to benefit more than higher proficiency learners.
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Jauregi et al antwerp call2010 version kristi
- 1. Native & non-native speaker interactions through video web communication and Second Life: a clue for enhancing motivation? Kristi Jauregi, Rick de Graaff, Sterre Krooshof, Huub van den Bergh & Silvia Canto Utrecht University
- 7. Second Life Open Sim Adobe connect
- 15. Examples of video-web communication First Second
- 16. My competence in the TL is sufficient to communicate with native speech partners
- 17. Because of my positive attitude I can communicate well with native speech partners
- 18. I like speaking to native speakers in the target language
- 19. I can explain myself well in the target language
- 20. I understand (almost) everything when communicating with my native speech partner
- 21. I enjoy the language course this semester
- 22. I get worried when I make mistakes when interacting in the target language
- 23. Evaluating experiences: FLl learning process TL:Dutch // N: 25 Questions over the FL learners’ learning process (1 disagree … 5 agree) T (UU) N=25 Mean StDev FL (PU) N=25 Mean StDev 38 a. They/I have learned to talk more fluently 4,0 0,7 3,5 0,9* 38 b. They/I became more confident talking in the TL 4,1 0,7 4,0 0,4 38 c. They/I became more aware of cultural contrasts & similarities 3,7 0,9 3,2 1,3 38 d. They/I have learned new words 3,7 0,6 3,2 0,7* 38 e. They/I can talk more accurately 3,0 0,6 2,6 1,7
- 25. Tasks in Second Life Task 1 Task 2
- 26. Task 3 Task 4
- 27. Task 5 Example in Second Life
- 28. Results post-questionnaires:The environment X: 3,64; N:14)
- 30. Results post-questionnaires: speech partner
- 32. Results post-questionnaires: learning To talk more fluently
- 35. Would you like to know more about NIFLAR? Join us in niflar.ning.com www.niflar.eu [email_address] [email_address]
Editor's Notes
- Focus on a specific target group language teachers and how new technologies might be an added value. What makes the difference; what is the impact of using ICT for language teaching; when not to use it, data on impact; etc. Maybe one can address the enormous difficulty of measuring the use and impact of ICT on learning. Focus also on the fact that it is not only about using ICT for language learning but that one learns other competences such as citizenship, intercultural awareness, etc… maybe data on this ? Please finish with some key conclusions, statements, recommendations to get the discussion going.