Virtual+Worlds

=**Introduction**=

Multi-user virtual environments (MUVEs) are relatively new and innovative platforms in which individuals may seek real-life experiences in a world through “exploration, simulation, role-play, interaction and experimentation. 1

Educational researchers have paid considerable attention to the use of multi-user virtual environments (MUVEs) to support learning across curricula. Among those MUVEs, Second Life (SL) is one of the most popular.2

As it relates to EFL learning and instruction, Second Life provides a unique platform for learners to interact with native English speakers offering “opportunities to practice and perform in the language in the ways that the traditional classroom setting does not allow. 3

= Video Examples =

As part of Mike McKay's research into virtual world language learning, here is a three-part example of teaching language in Second Life. This is a reading and discussion class at Cypris Chat, an English learning community. A SL avatar much be 30 days old, or older, to enter Cypris Chat.


 * Second Life Language Teaching - Cypris Chat PT1**

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 * Second Life Language Teaching - Cypris Chat PT2**

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 * Second Life Language Teaching - Cypris Chat PT3**

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= = = = = The AVALON Project =


 * Using Different Scenarios for Teaching Language in Second Life Virtual Worlds**

Second Life virtual world is often used as a platform for projects. The AVALON project has designed virtual worlds designed specifically for teaching second languages to professionals such as language teachers, language learners, teacher trainers, learning technologist, and others working in the field of education. The AVALON project aims to create learning tasks designed to promote communication among language learners. Within this project, learners can choose to experience six different scenarios for learning language:

__ Debates __ Students work on skills such as rhetoric and public speaking over a series of six lessons. First, students group themselves into mixed nationality teams and introduce themselves. A theoretical background of public speaking is given and students break into teams to prepare arguments for a debate on a specific topic. The last phase requires students to take part in a public debate where their peers judge them.

__First Certificate in English (FCE)__ This course prepares students to take the University of Cambridge’s English proficiency examination. Vocabulary and comprehension are aimed at general, academic, business, and professional uses of English.

__Italian for Beginners__ This seven-lesson course focuses on the acquisition, practice and repetition of Italian. It is designed to deliver a component based on reflection of learning to promote self-monitoring in students.

__Business English__ This six-lesson course is project-based. Students are asked to develop a “pretend” or real project in English. Students take on a role such as project manager, financial manager, marketing manager, etc. A presentation, similar to those given on Dragon’s Den, is given to a board of potential investors.

__ Business Talk (English) __ This course consists of six meetings where students role-play and give oral presentations. Students respond to presenters and feedback is given by the teacher.

__North Sami for Beginners__ This course focuses on speech, vocabulary, collaboration and communication. Students have the choice of assignments, which are a mix of individual and group assignments. Every two weeks a new theme about culture is introduced.

This language learning webpage contains further information about virtual worlds with many interesting links related to teaching language.

(Submitted by Robyn Feeney)