Computer-Assisted Learning of Communication (CALC): A Case Study of Japanese Learning in a 3D Virtual World

Autor/in	Yamazaki, Kasumi
Titel	Computer-Assisted Learning of Communication (CALC): A Case Study of Japanese Learning in a 3D Virtual World
Quelle	In: ReCALL, 30 (2018), S.214-231 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-3440
Schlagwörter	Computer Assisted Instruction; Second Language Learning; Computer Simulation; Qualitative Research; Communicative Competence (Languages); Persuasive Discourse; Incidental Learning; Vocabulary Development; Japanese; Second Language Instruction; Teaching Methods; College Students; Outcomes of Education; Statistical Analysis; Pronunciation; Student Attitudes; Intercultural Communication; Cooperation; Computer Mediated Communication; Mixed Methods Research; Case Studies + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Zweitsprachenerwerb; Computergrafik; Computersimulation; Qualitative Forschung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Persuasion; Persuasive Kommunikation; Inzidentelles Lernen; Wortschatzarbeit; Japaner; Japanisch; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Lernleistung; Schulerfolg; Statistische Analyse; Aussprache; Schülerverhalten; Interkulturelle Kommunikation; Co-operation; Kooperation; Computerkonferenz; Case study; Fallstudie; Case Study
Abstract	This study investigates an instantiation of a 3D virtual world-based Japanese learning curriculum within the context of a Japanese as a foreign language (JFL) classroom. Through a mixed-method case study approach, participants' natural acquisition of Japanese in a 3D virtual environment was examined. In the present study, four sources of data from 11 university-level JFL students (n=11) were collected and analyzed to evaluate the learning outcomes from a new instructional approach called computer-assisted learning of communication (CALC). Based on both interpretative and statistical analyses of data, the major finding of the present study was that the participants, when immersed in the 3D virtual world of Tokyo, acquired contextualized communicative competence. More specifically, quantitative analyses revealed statistically significant improvement in the participants' acquisition of incidentally encountered vocabulary, in particular, kanji pronunciation and vocabulary interpretation. Qualitative analyses revealed participants' acquisition of various communicative competencies specific to the context, including persuasive talk, awareness of audience, and collaborative communication. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01