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Why Virtual, Why Environments? Implementing Virtual Reality Concepts in Computer-Assisted Language LearningUniversity of Dublin The research area of computer-assisted language learning (CALL) has recently shifted from seeing the computer as a tool or partner to seeing it as a virtual environment where learners can collaborate and interact with a wide variety of native speakers. In addition, CALL has also increasingly benefited from the theoretical framework of learner autonomy, although it has frequently been misunderstood as self-directed learning. In light of these developments, terms such asvirtual andenvironment need to be defined. So far, the large tradition of virtual reality (VR) research and its concepts has largely been neglected in CALL and second language acquisition (SLA) research. However, a critical and reflective analysis ofVRtools and their underlying concepts shows that learner autonomy and VR are in fact an ideal combination for language learning: first, by raising language and linguistic awareness; second, by supporting interaction and collaboration with peers and native speakers; and third, by providing an experimental, learner-centered learning environment. The article concludes with a summary of design principles for CALL software.
Key Words: CALL • constructivism • human-computer interaction • instructional design • learner autonomy • MOO • NLP • presence • situated learning • tandem learning • virtual reality • Vygotsky
Simulation & Gaming, Vol. 33, No. 2,
196-209 (2002) |
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