Learning English with The Sims: exploiting authentic computer simulation games for L2 learning

Abstract

With their realistic animation, complex scenarios and impressive interactivity, computer simulation games might be able to provide context-rich, cognitively engaging virtual environments for language learning. However, simulation games designed for L2 learners are in short supply. As an alternative, could games designed for the mass-market be enhanced with support materials to allow students to enter and make use of them for learning? This classroom-based investigation looked into whether the best selling game The SIMs™ could be rendered pedagogically beneficial to university-level ESL learners by means of supplementary materials designed to meet Chapelle's (2001) criteria for CALL task appropriateness. The mixed-methods study found statistically significant improvements in vocabulary knowledge, as well as a generally positive reaction to the modifications among users.

A Comparison of the Effects of Classroom and Multi-User Virtual Environments on the Perceived Speaking Anxiety of Adult Post-Secondary English Language Learners

“…Research in educational virtual reality reveals that 3D interactive environments provide support for constructivist-based learning activities by allowing learners to interact directly with information from a firstperson perspective (Bricken & Byrne, 1993;Dede, 1995). More recently, Ranalli (2008) considered the use of the MUVE SIMS as a virtual learning tool to increase language use and comprehension. Ranalli reports that virtual environments that provide language simulations are rich in natural associations that facilitate cohesive meaningful use of language.…”

“…However, empirical research on the benefits or effects of MUVEs on ELLs' language development and speaking is limited (Garcia-Ruiz, Edwards, & Aquino-Santos, 2007;Ranalli, 2008;Zheng, Young, Brewer, & Wagner, 2009). Of the few studies available, it has been found that virtual environments have provided an enhanced learning environment (e.g., Barkand & Kush, 2009;Peterson, 2006;Zheng et al, 2009).…”

“…English language learning have also been shown to be useful in reducing language anxiety and improving English language competence (Ranalli, 2008). Where roleplaying involves assigning one or more members of a group a role and an objective that must be accomplished (Brown, 2007), simulations vary slightly in which the role-player assumes his or her identity.…”

“…According to Winn, MUVEs can help bridge the gap between experiential learning and information representation. More recently, Ranalli (2008) in particular considers the use of the MUVE SIMS as a virtual learning tool to increase language use and comprehension.…”

“…Research suggests that through interactive activities in virtual communities, ELLs can construct their identities while engaging in multiple learning practices (Black, 2005;Lam, 2000;Yi, 2008). Further, these benefits can be There is also a shortage of research that clearly demonstrates the benefits of using virtual learning environments for ELLs (Ranalli, 2008). Most of the research done on the topic of virtual environments and ELLs has revolved around perceptions, attitudes, and self-efficacy (Henderson et al, 2009;Zheng et al, 2009).…”