Designing interaction tasks in second life for Chinese as a foreign language learners: A preliminary exploration

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题名:	Designing interaction tasks in second life for Chinese as a foreign language learners: A preliminary exploration
作者:	楊鎮華;Lan, Yu-Ju;Kan, Yu-Hsuan;Hsiao, Indy Y.T.;Yang, Stephen J.H.;Chang, Kuo-En
贡献者:	資訊電機學院資訊工程學系
关键词:	Chinese;College Faculty;College Students;Computer Mediated Communication;Computer Simulation;Course content;Diaries;Feedback (Response);Foreign Countries;Guidelines;Instructional Design;Interaction;Interpersonal Communication;Language Usage;Learning Activities;Online learning;Oral Language;Qualitative Research;Schemata (Cognition);Second Language Instruction;Second Language Learning;Second language teaching;Second Life (Virtual environment);Student Attitudes;Student Motivation;Taiwan;Task Analysis;Teacher Student Relationship;Teaching methods;Video Technology;Virtual reality;Web Based Instruction
日期:	2013-01-01
上传时间:	2026-04-23 13:30:26 (UTC+8)
出版者:	Australasian Society for Computers in Learning in Tertiary Education
摘要:	摘要： The aims of this research were to develop guidelines for designing interaction tasks for learners of Chinese as a foreign language (CFL) and to investigate the attitudes of CFL learners toward a full CFL class in Second Life (SL). Three research questions were addressed in this research: (1) what are the attitudes of CFL learners toward the language learning tasks in SL? (2) what kinds of social interactions emerge from learning activities in a CFL class in SL? (3) how do those activities benefit CFL learners in the learning of Chinese in SL? Two studies were conducted to tackle these questions. The cognition, usage, and expansion (CUE) model was proposed based on the findings obtained from study 1 and then implemented and evaluated in study 2. The findings of study 2 indicated that the activities run in the CUE model were effective at motivating CFL beginners and improving their oral communication and social interactions. Based on the video data analysis, three criteria are proposed for designing learning activities. These are: prior skills of the participants need to be taken into account; the relevance between the learning activity and the SL sciences greatly impacts the grounding of social interactions and conversations; and clear activity sequencing should be taken into account in task design. Suggestions are also made for future research on CFL teaching/learning in SL. [Author abstract, ed] 出版者： Australasian Society for Computers in Learning in Tertiary Education 出版日期： 2013-01-01 出處： Australasian Journal of Educational Technology, 2013-01, Vol.29 (2), p.184-202 資源來源： Education Resources Information Center (ERIC) 識別號： ISSN: 1449-5554 識別號： ISSN: 1449-3098 識別號： EISSN: 1449-5554 識別號： DOI: 10.14742/ajet.144
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