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A review of the research indicates that while virtual worlds may promote second language acquisition, the majority of the video games used in studies were not based on Second Language Acquisition (SLA) theory. Thus it is often the case that video games in use were not originally intended to promote language acquisition nor were they designed for second language speakers, on the whole. Thus, further research might look into developing video games based on SLA to determine what effects such technology might have on language acquisition and skill development in the target language.

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The information detailed in this review will provide insights for educators in terms of how technology can be utilized in the classroom to improve primary and secondary learners’ motivation, willingness to communicate, communication strategies and language learning competence and performance. In addition, the information in this review will make the case for utilizing technology in the classroom as a means to develop key 21st century skills that will be useful to learners throughout their language learning experience.

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Using Virtual Worlds in the Primary and Middle School Classrooms (Workshop: Monday, 17 May 3:40-4:40)

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Using Virtual Worlds in the Primary and Middle School Classrooms (Workshop: Monday, 17 May 3:40-4:40)

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Presenter: Dr. William Clifton Green
Head of Maths - SUIS Hongqiao Middle School

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How do these studies work together to inform your understanding of your research topic?

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L1 = Someone's first language (e.g. English)
L2 = Someone's second language (e.g. Spanish)
MMORPG = Massively Multiplayer Online Role Playing Game (e.g. World of Warcraft)
21st century skills = Skills deemed essential for success in our post industrial world (i.e. collaboration, critical thinking, problem solving, self-reflection and use of technology).

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How are you organizing these studies?

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To view the maps properly, click the image and then click "open in new window" in the top right hand corner.

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Literature Review Map (Click to enlarge)

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Literature Review Map (Click to enlarge)

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My Initial Research Reflection (click the voicethread link below)

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My Initial Research Reflection (click the voicethread link below)

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My first reflection on using video games in the classroom.

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The traditional focus on rote memorization and recitation in Chinese schools does not particularly emphasize the importance of English as a global lingua franca; furthermore, the aforementioned teaching methods limit the type and kind of authentic and communicative activities that children can engage in the classroom. Therefore, this research addresses the issue of how the introduction of virtual worlds in the class will give language teachers a cost effective medium to not only practice key language structures and learn vocabulary, but also give children the opportunity interact meaningfully with others (particularly native speakers), utilize key language learning skills and strategies to meaningfully collaborate, reflect and solve problems.

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CALL (Computer Assisted Language Learning), Video games and ESL, MMORPG and learning, retention and video games

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Researchers such as Miller and Hegelheimer (2006) suggest that virtual worlds like The SIMS not only provide an in-depth view of American culture but also contain high frequency vocabulary words that account for 77% of the 2000 most frequent words in the English language (p. 314). Games such as the SIMS provide a realistic environment for online players to interact with each other through exchanging items and completing tasks or quests together. Thus, the rich environment of virtual worlds can provide learners with opportunities to acquire meaningful knowledge.

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Potential Research Questions

In light of the using technology in the classroom, the following are potential questions that I would like to explore further:

1.          How can primary school students improve their vocabulary knowledge when they explore virtual worlds in
the classroom?

2.          How can technology engage children when they are learning?

3.          Can technology be an effective tool for independent learning?
4.          Does familiarity with technology impact a child's learning? In other words, could some children be at an
advantage or disadvantage depending on their orientation with technology?

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Language learning environments in English as a Foreign Language (EFL) contexts are often decontextualized which deprive language learners of meaningful contexts to make language learning relevant, motivating and worthwhile as opportunities to practice using the language outside of the classroom are limited. Language teaching in traditional classrooms has often been described as based primarily on traditional rote memorization and drilling techniques that focus on learning vocabulary words, recitation of texts and learning prescriptive grammar rules. As such, teaching and learning methods are primarily geared toward preparing students to pass language knowledge tests with little emphasis on long term retention of language knowledge, development of specific language skills and strategies or understanding of the cultural dynamics of the target language. This research seeks to understand, frame and shed light on how to practically teach and scaffold language learning utilizing technology, specifically video games as virtual worlds, to motivate learners, contextualize the learning experience, and promote strategic language teaching. This research also addresses the issue of how the introduction of virtual worlds in the class will give language teachers a cost effective medium to not only practice key language structures and learn vocabulary, but also give children the opportunity interact meaningfully with others (particularly native speakers), utilize key language learning skills and strategies to meaningfully collaborate, reflect and solve problems.