The Effects of Collaborative Models in Second Life on French Learning

Autor/inn/en	Hsiao, Indy Y. T.; Yang, Stephen J. H.; Chia-Jui, Chu
Titel	The Effects of Collaborative Models in Second Life on French Learning
Quelle	In: Educational Technology Research and Development, 63 (2015) 5, S.645-670 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-015-9379-4
Schlagwörter	French; Models; Language Acquisition; Educational Environment; Computer Simulation; Virtual Classrooms; Performance Based Assessment; Student Attitudes; College Students; Task Analysis; Film Production; Cooperative Learning; Group Dynamics; Speech Skills + Suchen Sie Ihr Suchwort? Französisch; Analogiemodell; Sprachaneignung; Spracherwerb; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Computergrafik; Computersimulation; Leistungsermittlung; Schülerverhalten; Collegestudent; Aufgabenanalyse; Filmproduktion; Kooperatives Lernen; Gruppendynamik; Mündliche Leistung; Sprachfertigkeit
Abstract	French is the ninth most widely used language globally, but French-learning environments in Taiwan have been insufficient. Language acquisition is easier in a natural setting, and so such a setting should be available to language learners wherever possible. This study aimed to (1) create an authentic environment for learning French in Second Life (SL), and then (2) determine the effects of different collaborative models on learners' French performance and their perceptions about learning French. Twenty-three college students participated in the study. They were asked to collaboratively execute tasks involving the creation of French-language movies in SL. Both the movies produced by the participants and the collaborative processes were collected and analyzed, with the results indicating that the students adopted different collaborative models that led to different learning outcomes. Three types of collaborative models were identified: context-inclusive collaboration, context-exclusive collaboration, and context-exclusive centralization. The results also indicated that the context-inclusive collaboration model had positive impacts on students' speaking capability and other aspects of their learning performance, and at the same time facilitated the effects of collaboration on how the students performed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01