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Using Second Life in an English Course: How does the Technology Affect Participation?

Using Second Life in an English Course: How does the Technology Affect Participation?

Airong Wang
Copyright: © 2017 |Volume: 7 |Issue: 1 |Pages: 20
ISSN: 2155-7098|EISSN: 2155-7101|EISBN13: 9781522514619|DOI: 10.4018/IJCALLT.2017010105
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MLA

Wang, Airong. "Using Second Life in an English Course: How does the Technology Affect Participation?." IJCALLT vol.7, no.1 2017: pp.66-85. https://doi.org/10.4018/IJCALLT.2017010105

APA

Wang, A. (2017). Using Second Life in an English Course: How does the Technology Affect Participation?. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 7(1), 66-85. https://doi.org/10.4018/IJCALLT.2017010105

Chicago

Wang, Airong. "Using Second Life in an English Course: How does the Technology Affect Participation?," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 7, no.1: 66-85. https://doi.org/10.4018/IJCALLT.2017010105

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Abstract

This paper examines how technology affects participation in an English course in Second Life. Second Life-specific affordances, i.e. voice-morphing and sound isolated parcels, were used in this course. The data set consists of approximately 33 hours of audio recordings and chat logs of 8315 words. In audio, 10.8% of the course time deals with technological challenges, while in chat, 69.2% of the words concern technology. The types of technological challenges interfering with participation involve software complexity, unreliable functionality of SL, as well as hardware and connectivity issues. To deal with these problems, participants were assisted by pedagogical facilitators, technological facilitators, and SL-experienced peers. Based on the analysis of the challenges outlined above, this paper provides recommendations for language practitioners, focusing primarily on the course, participant, and program levels.

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