Journal ArticleDOI
On the effects of 3D virtual worlds in language learning–a meta-analysis
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The 3D virtual worlds (3DVWs) were widely used for language learning in the past two decades as discussed by the authors, and although numerous research studies acknowledged the affordance, a full-scale investigation that discuss...Abstract:
The 3D virtual worlds (3DVWs) were widely used for language learning in the past two decades. Although numerous research studies acknowledged the affordance, a full-scale investigation that discuss...read more
Citations
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Research synthesis and meta‐analysis
Journal ArticleDOI
The impact of a virtual reality app on adolescent EFL learners’ vocabulary learning
TL;DR: This research presents a meta-modelling system that automates the very labor-intensive and therefore time-heavy and therefore expensive and expensive process of manually cataloging and cleaning up after students have completed learning activities.
Journal ArticleDOI
A Systematic Review of AR and VR Enhanced Language Learning
TL;DR: It was found that immersing learners into virtual worlds is the main approach to language learning in AR and VR studies and implications identified from previous research include the need of providing training for teachers, enlarging sample sizes, and exploring learner factors such as learner engagement and satisfaction.
Journal Article
Immersion, interaction, and experience-oriented learning: Bringing virtual reality into FL learning
TL;DR: Mixed reality, or mixed reality, is one of the most important technologies that will be generally adopted in education in the very near future and mixing VR with physical environments allows the learners’ spaces to be redesigned and expanded.
Journal ArticleDOI
Vocabulary learning in virtual environments: Learner autonomy and collaboration
TL;DR: In this article, the authors investigate the effects of implementing a 3D vocabulary learning program on EFL young learners' vocabulary acquisition and find that pair-work was found to enhance longer retention than individual practice and individual and paired autonomous use, which dovetail with the design nature of the program instigated more profound retention of vocabulary than teacher-directed use.
References
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Journal ArticleDOI
Situated Cognition and the Culture of Learning
TL;DR: Collins, Brown, and Newman as mentioned in this paper argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used, and propose cognitive apprenticeship as an alternative to conventional practices.
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Thought and language
TL;DR: From aphasics' self records, common experience, changes in signification of sentences according to a verbal or non-verbal context, animals and non speaking children performances, it seems possible to get some evidence that thought is distinct from language even though there is a permanent interaction between both in normal adult human beings.
Journal ArticleDOI
Patterns of Interaction in ESL Pair Work
TL;DR: This article investigated the nature of dyadic interaction in an adult ESL classroom and found that certain dyadic interactions are more conducive than others to language learning, which is explained by reference to Vygotsky's theory of cognitive development.
Journal ArticleDOI
Effects of proficiency differences and patterns of pair interaction on second language learning: collaborative dialogue between adult ESL learners:
Yuko Watanabe,Merrill Swain +1 more
TL;DR: The authors investigated the effects of pair interaction on L2 proficiency differences in pairs and patterns of interaction on learning, making use of both qualitative and quantitative data, and found that the patterns of pair interactions greatly influenced the frequency of LREs and post-test performance.
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SOCIOCULTURAL THEORY AND L2: State of the Art
TL;DR: In this article, the authors consider the implications of sociocultural theory for second language (L2) development: mediation and internalization, and argue that the study of how L2 learners internalize and develop the capacity to use conceptual and associated linguistic knowledge should move to the forefront.
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