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Language Learning in Virtual worlds

Language Learning in Virtual worlds

Virtual worlds date back to the adventure games and simulations of the 1970s, for example Colossal Cave Adventure, a text-only simulation in which the user communicated with the computer by typing commands at the keyboard. Language teachers discovered that it was possible to exploit these text-only programs by using them as the basis for discussion. Jones G. (1986) describes an experiment based on the Kingdom simulation, in which learners played roles as members of a council governing an imaginary kingdom. A single computer in the classroom was used to provide the stimulus for discussion, namely simulating events taking place in the kingdom: crop planting time, harvest time, unforeseen catastrophes, etc.[60]
The early adventure games and simulations led on to multi-user variants, which were known as MUDs (Multi-user domains). Like their predecessors, MUDs were text-only, with the difference that they were available to a wider online audience. MUDs then led on to MOOs (Multi-user domains object-oriented), which language teachers were able to exploit for teaching foreign languages and intercultural understanding: see Donaldson & Kötter (1999)[61] and (Shield 2003).[62]
The next major breakthrough in the history of virtual worlds was the graphical user interface. Lucasfilm's Habitat (1986), was one of the first virtual worlds that was graphically based, albeit only in a two-dimensional environment. Each participant was represented by a visual avatar who could interact with other avatars using text chat.
Three-dimensional virtual worlds such as Traveler and Active Worlds, both of which appeared in the 1990s, were the next important development. Traveler included the possibility of audio communication (but not text chat) between avatars who were represented as disembodied heads in a three-dimensional abstract landscape. Svensson (2003) describes the Virtual Wedding Project, in which advanced students of English made use of Active Worlds as an arena for constructivist learning.[63]
The 3D world of Second Life was launched in 2003. Initially perceived as another role-playing game (RPG), it began to attract the interest of language teachers with the launch of the first of the series of SLanguages conferences in 2007.[64]Walker, Davies & Hewer (2011: Section 14.2.1)[47] and Molka-Danielsen & Deutschmann (2010)[65] describe a number of experiments and projects that focus on language learning in Second Life. See also the Wikipedia article Virtual world language learning.
To what extent Second Life and other virtual worlds will become established as important tools for teachers of foreign languages remains to be seen. It has been argued by Dudeney (2010) in his That's Life blog that Second Life is "too demanding and too unreliable for most educators". The subsequent discussion shows that this view is shared by many teachers, but many others completely disagree.[66]
Regardless of the pros and cons of Second Life, language teachers’ interest in virtual worlds continues to grow. The joint EUROCALL/CALICO Virtual Worlds Special Interest Group[67] was set up in 2009, and there are now many areas in Second Life that are dedicated to language learning and teaching, for example the commercial area for learners of English, which is managed by Language Lab,[68] and free areas such as the region maintained by the Goethe-Institut[69]and the EduNation Islands.[70] There are also examples of simulations created specifically for language education, such as those produced by the EC-funded NIFLAR[71] and AVALON[72] projects. NIFLAR is implemented both in Second Life and in Opensim.

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