Efl Communication Strategies In Second Life

This book is based on a research project carried out at Edinburgh University and reports the findings of an exploratory case study examining communication strategy use between three adult EFL learners from diverse cultural backgrounds and their teacher whilst incorporating voice and text chat during meaning-focused conversation tasks in Second Life. The analysis of the session transcript revealed that participants employed many of the communication strategies concomitant with face-to-face interactions for effective conversation management. The data also revealed that the participants adapted their communication strategies to suit the Second Life platform, thus overcoming conversational ambiguities arising from the absence of paralinguistic signals. In addition, discourse analysis of the transcript offered further insight into power relations, politeness and risk taking and provided signs of sociocultural learning and language development in line with second language acquisition (SLA) theory. Finally, the paper concludes that the modalities provided by the Second Life platform offer learners an alternative for communication and showing presence during discussion. It also concludes that teacher facilitation and continued support is important to engage learners in the virtual environment, to mediate the acclimatisation of the new surroundings and encourage them to take risks, thus taking control of their learning and autonomous practice. It evaluates the potential of using Second Life for language teaching and learning and provides a direction for future research.

This work explores the role of the e-moderator, taking account of the skills required and the processes involved in creating and teaching an online English as a Foreign Language (EFL) course. It also details those theories which are applicable to online learning and how they are represented through various models, thus creating a framework to assist the e-moderation process. In particular, Salmon's five-stage model (2004) is analysed to assess its effectiveness in helping to prepare a new e-moderator to teach in an online environment. Qualitative self-study research is conducted involving an analysis of the e-moderator's reflective journal. This method can be particularly insightful, uncovering the e-moderator's beliefs, perceptions and challenges encountered throughout the process. Thus, in-depth data is collected and used in evaluating an approach to e-moderation. It reveals how Salmon's five-stage model and others can be considerably helpful, although not sufficient in themselves, for successful online teaching and learning. In this regard, a critical appraisal and detailed analysis of Salmon's model relating to this research is conducted to assess the skills required to become a successful e-moderator. This research reveals not only the complexities, problems, responsibilities and challenges encountered but also the tremendous rewards that can be reaped from the e-moderation process. Such research can encouragingly provide other practitioners with a valuable insight into the process and leads to recommendations for further research. In conclusion, it is apparent that systematic frameworks such as Salmon's five-stage model can be extremely useful for effective scaffolding but on their own they are not sufficient to produce a successful e-moderation process. It is suggested, therefore, that additional support and continual encouragement should be provided to motivate and engage students in both synchronous and asynchronous interactions. Moreover, consideration

This Teacher’s Book is the companion to Academic Presenting and Presentations (ISBN 978-3-7347-8367-8), a training course designed to help students cultivate academic presentation skills and deal with the various presentation tasks they may be required to fulfil during the course of their university studies. The material is suitable for a global audience and can be used in a wide range of contexts in the fields of Communication Skills, English Language Teaching and English for Academic Purposes. In addition to providing valuable notes on each unit, the Teacher’s Book contains key information on the underlying principles, concept and structure of the course and sets out the rationale behind its design. Teachers, and through them their students, can benefit from the depth of the insights presented here, making the classroom experience a rewarding and enjoyable one. Academic presentations can be particularly challenging for non-native English speakers and consequently, the print material and the accompanying video recordings dovetail neatly to provide linguistic support and guidance as well as enhancing presentation skills and providing a forum for practice, feedback and ongoing improvement. However, broader topics of interest appropriate to a study-oriented context, such as research and plagiarism, are also dealt with in a unique balance of content that goes beyond the treatment of discrete language points and emphasises high-level task achievement whilst at the same time focusing attention on the specific requirements of addressing an audience in an academic environment.

In a diverse society, the ability to cross communication barriers is critical to the success of any individual personally, professionally, and academically. With the constant acceleration of course programs and technology, educators are continually being challenged to develop and implement creative methods for engaging English-speaking and non-English-speaking learners. Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications is a vital reference source that examines the relationship between language education and technology and the potential for curriculum enhancements through the use of mobile technologies, flipped instruction, and language-learning software. This multi-volume book is geared toward educators, researchers, academics, linguists, and upper-level students seeking relevant research on the improvement of language education through the use of technology.

This insightful book offers language teachers and teachers in training the opportunity to delve into 3D virtual worlds and see the benefits they provide for effective language teaching. Based on a decade of experience teaching and researching in Second Life (SL), Chen demystifies the dos and don’ts of SL teaching and research, whilst vividly walking readers through each step of the journey. Written in an accessible, jargon-free, and personalised tone, the book is divided into three parts. Part I builds the foundation in SL research, task-based language teaching (TBLT), and understanding fundamental skills for SL teaching. Part II showcases the author’s SL teaching blog that generously unveils their task-based, SL-enabled lessons, participant observations, critical reflections, and lessons learned from each SL session. Part III is complete with the highlights of the author’s SL research and hands-on resources and tips for readers. Each chapter also features a "Checkpoint" section to gauge reader understanding of chapter content, followed by a "Your Task" section to promote learning by doing in SL. Teachers and curriculum designers will find the well-detailed and guided lesson planning useful when starting their first SL class. Graduate students and novice researchers will also find the systematically recorded data collection helpful for their SL research.

Virtual reality is the next frontier of communication. As technology exponentially evolves, so do the ways in which humans interact and depend upon it. It only follows that to educate and stimulate the next generation of industry leaders, one must use the most innovative tools available. By coupling education with the most immersive technology available, teachers may inspire students in exciting new ways. Emerging Tools and Applications of Virtual Reality in Education explores the potential and practical uses of virtual reality in classrooms with a focus on pedagogical and instructional outcomes and strategies. This title features current experiments in the use of augmented reality in teaching and highlights the effects it had on students. The authors also illustrate the use of technology in teaching the humanities, as students well-rounded in the fields of technology and communication are covetable in the workforce. This book will inspire educators, administrators, librarians, students of education, and virtual reality software developers to push the limits of their craft.

Over the last few decades, the use of virtual technologies in education, including foreign/second language instruction, has developed into a substantial field of study. Through virtual technologies, language learners can develop metacognitive and metalinguistic skills, and they can practice the language by interacting with real/virtual users or virtual objects, a very important issue for language learners who have no or little contact with native or target language speakers outside the classroom. Assessing the Effectiveness of Virtual Technologies in Foreign and Second Language Instruction provides emerging research exploring the theoretical and practical aspects of virtual technologies and applications in engaging language learners both within and outside the classroom. Featuring coverage on a broad range of topics such as game-based learning, online classrooms, and learning management systems, this publication is ideally designed for academicians, researchers, scholars, educators, graduate-level students, software developers, instructional designers, linguists, and education administrators seeking current research on how virtual technologies can be utilized and interpreted methodologically in virtual classroom settings.

This book reports the findings of an exploratory case study examining the communication strategies used between three adult EFL learners and their teacher during meaning-focused conversation tasks in the virtual 3D world of Second Life. The analysis of the session transcript reveals the extent to which the participants employed many of the communication strategies concomitant with face-to-face interactions for effective conversation management. The data also shows that the participants adapted their communication strategies to suit the virtual world platform, thereby overcoming the conversational ambiguities that arose from the absence of paralinguistic signals. Discourse analysis of the transcript offers further insight into power relations, politeness and risk taking and provides signs of sociocultural learning and language development in keeping with Second Language Acquisition theory.