Abstract

A 3D virtually synchronous communication architecture for situated language learning has been designed to foster communicative competence among undergraduate students who have studied English as a foreign language (EFL). We present an innovative approach that offers better e-learning than the previous virtual reality educational applications. The proposed method supplies learners with autonomy in virtual communications, allowing learners to achieve a variety of shared goals. The traditional text-based or web-based virtual reality systems are generally less attractive to students because of their lack of 3D immersion and real-time voice interaction. Three-D virtual reality technology can be exploited to compensate these weaknesses. We propose an immersive and interactive virtual English classroom, entitled VEC3D, that integrates a goal-based instructional design, vivid 3D graphics, and real-time voice communication. The ultimate goal of the VEC3D project is to enhance learners' English communicative competence. This research determines how learners perceive their experiences in the virtual space and use communication strategies (CSs) in the process of advancing communicative competence. The recent ethnographic study results revealed that the proposed application promoted positive student attitude and interactive learning experiences. (Contains 3 tables and 3 figures.)

Citation

Shih, Y.C. & Yang, M.T. (2008). A Collaborative Virtual Environment for Situated Language Learning Using VEC3D. Journal of Educational Technology & Society, 11(1), 56-68. Retrieved April 11, 2021 from https://www.learntechlib.org/p/75031/.

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Keywords

• Communication Strategies
• Communicative Competence (Languages)
• Computer Assisted Instruction
• Computer Simulation
• English (Second Language)
• ethnography
• instructional design
• Second Language Instruction
• second language learning
• student attitudes
• undergraduate students
• Virtual Classrooms