Towards a pedagogic framework for task design in video web

communication and virtual worldsRick de Graaff, Kristi Jauregi, Ton Koenraad,

Machteld Moonen, Silvia CantoUtrecht University, TELL Consult,

and partners

FL learning in video-web communication

FL learning in virtual worlds

NIFLAR project aims• Exploring the added value of video-web communication (VWC) and

virtual worlds (VW) to the development of communicative and intercultural competence in L2

• Development of design principles for effective L2 tasks in VWC and VW

• Development, implementation and evaluation of tasks according to the design principles

• Focus on language learners and student teachers

Task effectiveness for language learners and student teachers

• Enhancing FL intercultural communicative competence (ICC): Oral interaction Intercultural awareness

• Facilitating pedagogical awareness on: ICC Challenges and opportunities of VWC and VW

Exploring the added value of VWC and VW

• Opportunities for real-life and virtual synchronous communication with native speakers of the target language

• Opportunities for creating culture-specific virtual contexts for contextualised communication

Evaluation grid for task design in video-web communication and virtual worlds

Design principles:• For communicative competence in L2 acquisition

(Willis, 1996; Doughty & Long, 2003; Ellis, 2003; Moonen, 2007)

• For intercultural competence in L2 acquisition(Byram, 1997; Müller-Jacquier, 2003)

• For the application of VWC and VW in L2 acquisition (Jauregi & Bañados, 2008; Deutschmann, Panichi & Molka, 2009)

Design principles for communicative L2 competence

• Exposure to rich, authentic, multimodal and contextually relevant language input

• Elicitation of meaningful, contextually appropriate language use

• Focus on language form alonside meaning

• Convergent communicative outcome as a result of negotiation of meaning

Design principles for intercultural L2 competence

• Taking conceptions and misconceptions in daily life as a starting point

• Focus on intercultural contrasts and similarities

• Need to understand each other’s point of view/reference for task completion

• Need to evaluate one’s own points of view by means of someone else’s

Design principles for the application of VWC & VWVideo-web communication:• Personal contact is relevant• Access to visual is cues crucial• Nonverbal interaction is relevant• Only communication partners are present• Visual context outside communication partners is irrelevant

Virtual worlds:• Visual context around communication partners is relevant• Context is specifically adapted to conversation topics• As in real-life, others might interfere• Tasks should trigger oral communication• Contexts might be adapted (simplified, exaggerated) in order to

promote awareness and learning

Pilot SL Spanish

• Period: June & July 2009• Participants:

2 NS student teachers (Granada/Valencia); 2 NNS L students (Utrecht) • Objectives:

1. Explore possibilities of existing SL worlds for enhancing interaction2. Study anonymity versus familiarity in modeling interaction 3. Compare experiences: VWC versus SL

• Tasks: 1. Reflecting about intercultural similarities & differences2. Exploring Spanish SL worlds & interviewing anonymous NSs3. Sharing experiences & touring together4. Evaluating the experience

Pilot tasks for ICC in Second Life

Task 3: Discovering Mexico

Task 3: Discovering Jalisco

Example

Learners and teachers experiences in Second Life

• Were tasks adequate? (4,4,3)

• Should SL be integrated in language courses? (5,4,2)

• Which environment offers more possibilities to enrich your learning language experience? (a. Second Life b. video web communication) (A!)

• Is SL adequate for learning languages? (Yes!)

• If you had the possibility to choose the environment in future projects, which one would you use?

Research on task effectiveness

• 3 conditions: VWC; VW; classroom

• Comparing ICC development– Interaction growth first/last session– Pretest/posttest

• Analysis:– LC: fluency, accuracy, complexity, adequacy– ICC: attitudes, knowledge, skills, awareness

Reception / Exploratorium

Game SpaceSimulation Space

Open Simulator Platform

VLE

COMPONENTS

Exploratoriumfor cultural info, encounters and events

Game Spacefor cultural knowledge quests & games

Simulation Spacefor ICC-training & assessment

Would you like to know more about NIFLAR?

Join us at: niflar.ning.comwww.niflar.eu

Thank you for your attention!!¡Gracias por su atención!