Virtual worlds for collaborative learning: Arab EFL learners' attitudes toward Second Life

Abstract

In the Arab world, there is a lack of research investigating the use of virtual games to support learning English as a foreign language (EFL). The aim of this study was to examine EFL learners' attitudes towards the integration of the Second Life virtual game as a collaborative instructional tool. A descriptive inquiry method was followed, and data gathered using a questionnaire that had been tested for validity and reliability. Forty-one undergraduates, enrolled in two computer-assisted language learning classes, at a school of education represent the study sample. Findings indicated that the majority were in favor of using virtual worlds as collaborative learning contexts. Recommendations include that: 1) EFL teachers be trained to utilize virtual games; 2) EFL learners be encouraged to utilize virtual portals as collaborative learning opportunities to engage with target foreign language speakers around the world, and 3) EFL instructors create learning tasks requiring learners to interact with other language speakers in virtual games to ensure rich language exposition. Moreover, it is recommended that further studies consider a qualitative design that makes use of in-depth observations and interviews to explore learners’ attitudes about the integration of this technology in an EFL context.

A path analysis of university EFL students' perceptions of the classroom environment and academic achievement

“…In addition students' perceptions of the equal climate in the classroom shape teacher-student relationships which contributes to academic gains. Students' perceptions of positive peer relationships influence cooperative learning in the EFL classroom which in turn leads to higher academic achievement (Alshumaimeri Gashan & Bamanger 2019;Mohammad El-Freihat 2021). However students perceived autonomy is not related to their EFL academic achievement.…”

Computer-Assisted Language Learning in Saudi Arabia: Past, Present, and Future

“…Similarly, social media also contributes to EFL learners' understanding since the vast majority of the media is in the English language. Various studies indicated that using social media such as Facebook, YouTube, Twitter, and WhatsApp had a potential impact on EFL learning and teaching (Alshumaimeri, Gashan, & Bamanger, 2019;Amin et al, 2020).…”

“…It is necessary to create a collaborative learning environment for learners, and the current generation is team-oriented. Many reports illustrate the trend of teens socializing in groups of more than two, which explain their passion for and attraction to different social network media, such as YouTube, Facebook, or Twitter (Alshumaimeri et al, 2019).…”

English as Foreign Language Teaching: An emerging pedagogical space in university education

“…Develop your skills to exploit it. However, a recent study by Schweisfurth about the implementation of learner-centred learning in a wide variety of contexts [5][6][7][8][9], and The OECD's 2009 report on its Teaching and Learning International Survey (TALIS) suggests both clear evidence of widespread changes in teaching styles in the classroom and Learning outcomes remain limited [10][11][12].…”