Using Second Life and Skype for facilitating the development of listening comprehension in second language learners.

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University of Southern Queensland

Using Second Life and Skype for Facilitating the Development

of Listening Comprehension in Second Language Learners

A dissertation submitted by

Natasha Levak, MAppling, MEd, BEd For the award of

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Certification of Dissertation

The work submitted in this dissertation is original, except as acknowledged in the text. The material herein has not been submitted, either in whole or in part, for any other award at this or any other university except where acknowledged.

_______________________________ _______________________

Signature of Candidate Date

________________________________ ________________________

Signature of Principal Supervisor Date

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Abstract

The study investigated the effectiveness of using Skype and Second Life as part of facilitation techniques for promoting the development of listening

comprehension in learners of second languages. The languages used in the study were: English and Croatian. The 35 participants involved were studying at four universities located in Sydney and Brisbane in Australia, Split in Croatia and Mostar in Bosnia and Herzegovina. The effectiveness of the facilitation techniques, as measured by a pre-test and post-test, and the participants’ perceptions of the

techniques, as discussed in the interviews, were investigated. Information relating to the affordances of each online tool was also collected during the interviews.

Quantitative results indicated that both Second Life and Skype were beneficial tools for facilitating listening comprehension. Qualitative results assisted in building a more comprehensive understanding of the use of both Second Life and Skype for developing listening comprehension. Based on the interview results, a new version of the facilitation technique was developed that utilised both Second Life and Skype and focused on the pedagogical aims of tasks driving the selection of the most appropriate online tools, as determined by the tools’ affordances, to be utilised during the tasks. The framework for the selection and use of ICTs for facilitating second language learning was developed to assist educators in planning for using a range of learning tools effectively by aligning their affordances with the learning aims. The continuum of language learning spaces was created to assist in

conceptualising the range of learning opportunities available to language learners in various environments and their benefits. Further investigation to identify the

strategies language learners can use in virtual learning spaces is suggested.

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Acknowledgements

I would like to thank my Principal Supervisor Associate Professor Jeong-Bae Son who was a positive source of wisdom along my journey. His commitment and pursuit of excellence in all that he does is evident in his work as a supervisor. I especially enjoyed the gift he has of being able to answer a question with a question that would somehow lead me on the correct path. I would also like to thank my Associate Supervisor Professor Peter Albion for his comments and suggestions during the writing process.

Thank you to Luka Budak from the Croatian Studies Centre at Macquarie University,

7DQLD%ODåHYLü and Josipa Korljan from the University of Split, Vanessa Clark from the University of Queensland, and $QÿelND5DJXå from the University of Mostar: each of them a passionate educator who gave freely of their time and expertise to make this study a worthwhile process for all involved. A special thanks to the Croatian Consul General Mirjana Piskuliü for her expertise and consultation in relation to the Croatian language and 0DULD0LOLüwho assisted as a second rater.

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List of Figures

Figure 2.1. Framework for the selection and use of ICTs for facilitating

SL learning ... 73

Figure 3.1. Example of a Second Life virtual location ... 7

Figure 3.2. Clothing store in Second Life located at SLurl ... 99

Figure 3.3. Selected section of the centre of Zagreb, Croatia ... 101

Figure 3.4. Participant’s page from the barrier game ... 102

Figure 3.5. Screen shot of Croatian listening comprehension test using Articulate ... 122

Figure 3.6. Example of marking tool in Articulate quiz maker ... 124

Figure 3.7. Research design for Stage 1 analysis using triangulation for each treatment period ... 136

Figure C.1. How to join Second Life... 275

Figure C.2. Creating your avatar ... 275

Figure C.3. Adding your details ... 276

Figure C.4. Logging on to Second Life ... 276

Figure C.5. How to move in Second Life ... 277

Figure C.6. Searching for locations ... 277

Figure C.7. Teleporting to locations ... 278

Figure C.8. Finding a friend to send a teleport request ... 278

Figure C.9. Making a teleport offer ... 278

Figure C.10. Finding a Resident to Offer Friendship ... 279

Figure C.11. Making an offer of friendship... 279

Figure C.12. Talking in Second Life ... 280

Figure C.13. Enabling voice chat ... 280

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List of Tables

Table 2.1 Two Perspectives on the Relationship between Assessment and

Vygotsky’s Concept of the ZPD... 39

Table 2.2 Overview of Studies Using CMC for Language Learning ... 46

Table 2.3 Continuum of Language Learning Spaces ... 58

Table 3.1 ESL Learners’ Participant Group Profiles ... 78

Table 3.2 CSL Learners’ Participant Group Profiles ... 79

Table 3.3 Overview of the Participant Groups in All Treatment Periods ... 87

Table 3.4 Overview of Data Collection and Analysis Techniques Relating to the Research Questions ... 108

Table 3.5 Matching Treatment Tasks, CEFR Levels A1+/A2 and Test Items . 115 Table 3.6 Overview of Content Themes for Treatment Periods 1, 2 and 3 ... 120

Table 3.7 Marking Key Excerpt for Pen and Paper Version of the English Pre-test... 123

Table 3.8 Stage 2 Comparing Data from all Skype Results and then All Second Life Results ... 137

Table 4.1 Group 1: Participants’ Results ... 142

Table 4.2 Group 1: Group Results ... 143

Table 4.9 Group 5: Participant’s Results ... 164

Table 4.16 Strategy Use during the Skype Facilitation Tasks ... 179

Table 4.17 Perceived Benefits of the Skype Facilitation Technique ... 180

Table 4.18 Pitfalls of the Skype Facilitation Technique ... 180

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Table 4.20 Perceived Benefits of the Second Life Technique ... 181

Table 4.21 Pitfalls of the Second Life Facilitation Technique ... 182

Table 4.22 Comparison of Croatian Language Learners’ Results with English Language Learners’ Results for the Skype Facilitation Technique .. 184

Table 4.23 Comparison of Croatian Language Learners’ Results with All English Language Learners’ Results for the Second Life Facilitation Technique ... 185

Table 4.24 Skype Facilitation Technique Group 3 and Group 4 Compared ... 185

Table 4.25 Skype Facilitation Technique Group 7 and Group 8 Compared ... 186

Table 4.26 Comparison between Skype and Second Life: Strategies Used ... 188

Table 4.27 Comparison between Skype and Second Life: Benefits... 189

Table 4.28 Comparison between Skype and Second Life: Pitfalls... 190

Table 5.1 Comparison of Affordances of Skype and Second Life ... 215

Table 5.2 Continuum of Language Learning Spaces ... 219

Table A.1 Task Design and Evaluation Grid for Intercultural Communicative Tasks in Video-Web Communication or Virtual Worlds ... 266

Table B.1 Checklist of Listening Activities and Related Content/Topics CEFR Levels A1+; A2; A2+; B1 ... 270

Table C.1 Participant Pair Groupings...273

Using Second Life and Skype for facilitating the development of listening comprehension in second language learners.

University of Southern Queensland