On the Effect of Second Life (An Online Virtual World) on Pre-Intermediate Iranian EFL Learners Listening and Speaking Abilities

Shahri, Hamideh Mohammadzadeh; Ashraf, Hamid

doi:10.18488/journal.23/2016.5.1/23.1.8.19

Cited by 3 publications

(6 citation statements)

References 24 publications

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“…The Dependent Variable used in the study (Güzel & Aydin, 2016;(Jacob, 2012); (Kruk, 2014); (Lan & Kan, 2016); (Shahri & Ashraf, 2016);…”

Section: Discussionmentioning

confidence: 99%

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A Meta-Analysis on Using 3d Virtual Worlds in Foreign Language Education

Ozdemir,

Dag

2022

IOJES

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The aim of this study was to examine the effect of using 3D virtual world applications in foreign language education on student success. A brief literature review shows that 3D virtual world applications are used in foreign language education and there are studies investigating student success. However, there is not a study using the meta-analysis method. Based on this gap in the literature, an answer was sought to the question of "Is there a significant difference in the academic achievement of the students in the experimental studies examining the effectiveness of using 3D virtual world applications in foreign language education". The meta-analysis method, one of the systematic review methods, was employed in the study. Science Direct, ERIC, Taylor & Francis, EBSCO, JSTOR, DergiPark, Google Scholar, CoHE Thesis databases, which are frequently used in the field of educational sciences, were scanned. A total of 47,168 studies were reached in the first search using the pre-determined keywords. The dependent and independent variables of the studies were examined individually. Studies in which the dependent variable was the student success and which used 3D virtual world applications in foreign language teaching were identified. Then, based on the inclusion and exclusion criteria. a total of 16 studies were included in the meta-analysis. The studies included in the meta-analysis were analyzed using the Hedges' g value, and as a result, it was found that the overall effect size (d=1.190) had a large positive effect, which indicated that using 3D virtual world applications in foreign language education had a positive effect on student success.With its re-designable structure, 3D virtual worlds can be considered as a significant alternative in foreign language education. The courses that will be designed by diversifying the environments in 3D virtual world applications can help students in the foreign language learning process.

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“…The Dependent Variable used in the study (Güzel & Aydin, 2016;(Jacob, 2012); (Kruk, 2014); (Lan & Kan, 2016); (Shahri & Ashraf, 2016);…”

Section: Discussionmentioning

confidence: 99%

“…Oral communication performance (Shahri & Ashraf, 2016); (Levak & Son, 2016); Listening and speaking Skills (Kruk, 2014); Grammar (Jacob, 2012)…”

Section: Table 3 the Dependent Variables Of The Studies Included In M...mentioning

confidence: 99%

A Meta-Analysis on Using 3d Virtual Worlds in Foreign Language Education

Ozdemir,

Dag

2022

IOJES

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“…(Kruk, 2014) concluded that the three-dimension environment increased student motivation and attention because they experienced something different in learning grammar. Similarly, (Shahri & Ashraf, 2016) revealed the provided environment lead student more enthusiastically took part in learning speaking, communicating, and sharing their knowledge with each other.…”

Section: Studies Of Three-dimensional Virtual World Teaching and Lear...mentioning

confidence: 95%

“…The 3D virtual world has been applied as a teaching tool in particular language skills, including vocabulary, speaking, listening, reading, writing, and grammar (Ahmet & Cavas, 2020;Kruk, 2014;Shahri & Ashraf, 2016). However, the previous studies only examine the effect of 3D virtual world on various students' skills and none of them has discussed the teacher's perspective on using this technology which is also crucial since teacher is the first medium in presenting the technology to the student.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perspective Of The Use Of Three-Dimensional Virtual World (3DVW) In Teaching Pronunciation: A Qualitative Case Study

Amaliyah

Arifani

Wongsrikaew³

et al. 2023

UMGESHIC

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The aim of this article is to scrutinize EFL teachers' perspectives on using 3D Virtual World for teaching English pronunciation. The article is a case study with open-ended, in-depth interviews conducted with two Thai EFL teachers. The study finds topics based on a typological analysis of interview data: the use of 3DVW as a learning medium for teaching pronunciation, and teachers' perspectives on teaching using 3DVW. The findings revealed that teachers have a positive perspective on 3DVW as a medium for teaching pronunciation. It has advantages that can help students with their pronunciation understanding. Additionally, teachers serve as role models and facilitators for students during the learning process.

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“…Utilizing virtual games is one innovative alternative to help foreign language learners to go beyond space and time limits and reach native speakers of the target languages. Previous studies have yielded positive gains in implementing online games (Alshumaimeri et al, 2019;Ashely-Welbeck & Vlachopoulos, 2020;Blake, 2011;Chen, 2016;Güzel & Aydin, 2016;Kongmee, et al, 2011;Peixoto et al, 2021;Shahri & Ashraf, 2016;Sykes & Reinhardt, 2013;Sylvé n & Sundqvist, 2012).…”

mentioning

confidence: 99%

Living as an Avtar: EFL Learners’ Attitudes towards Utilizing Second Life Virtual Learning

Gashan¹,

Bamanger²

2023

SELT

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In the foreign language context, little research has been undertaken to explore university students’ attitudes towards virtual learning for language instruction. The purpose of this study was to investigate EFL learners’ attitudes toward utilizing the Second Life virtual world as an online instructional and language learning tool. To achieve the study purposes, a descriptive research design was used with a questionnaire to gather data, after ensuring its validity and reliability. Forty-one undergraduates who were enrolled in two CALL classes at a school of education participated in the study. Overall, the results suggest that the majority of EFL undergraduates have favorable attitudes toward using virtual games and that the use of Second Life served well as an online instructional tool for language learning. Based on the results of the current study, EFL instructors may be encouraged to integrate virtual world games to augment their students’ learning by providing them paths to engage in authentic communication with the target language users. Further, the integration of virtual learning is a promising alternative in times of pandemics when social distancing is an obligation. Such ends require that instructors plan some virtual world-based tasks of a goal-driven nature. Further research directions include implementing qualitative tools to explore how learners react to the nature of virtual world games, specifically in relation to the users’ ability to claim different identities.

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On the Effect of Second Life (An Online Virtual World) on Pre-Intermediate Iranian EFL Learners Listening and Speaking Abilities

Cited by 3 publications

References 24 publications

A Meta-Analysis on Using 3d Virtual Worlds in Foreign Language Education

A Meta-Analysis on Using 3d Virtual Worlds in Foreign Language Education

Teachers’ Perspective Of The Use Of Three-Dimensional Virtual World (3DVW) In Teaching Pronunciation: A Qualitative Case Study

Living as an Avtar: EFL Learners’ Attitudes towards Utilizing Second Life Virtual Learning

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