Celebration of Nature

Summary of the Research Article.

This paper will be reviewing a research journal entitled Learner Interaction Management in an Avatar and Chat-based Virtual World conducted by Mark Peterson from Tokyo University of Foreign Studies, Japan. The main objective of this research is to investigate the interaction of the participants in chat-based virtual world called Active Worlds. In particular, the researcher aims to examine the strategies used by the participants in interacting and negotiating with one another in task-based CMC activities. In addition, the research includes the discussion on the role of avatars in the interaction. The significance of this research lies in the fact that it is aimed to investigate the roles of computer-mediated-communication (CMC) in second language learning. This research is stimulated by the positive findings on the use of CMC tools in CALL by the previous researchers. Kern (1995), Warscaucher (1996) and Kitade (2000) reported that learner interaction in text-based real time CMC can lead to increased target language output, enhanced motivation and opportunities for collaborative, learner-centered interaction. In addition, further benefits of learner involvement in CMC are the opportunity to focus on form (Pellettieri, 2000) and to generate a variety of speech acts (Chun, 1994). Moreover, recent research has shown the relevance and potential of Active Worlds as a learning environment in CALL (Toyoda & Harrison, 2002; Peterson, 2005). In short, this research is significant because it is a continuation of support towards the phenomenal roles of CMC in language learning especially for the EFL learners.
In this particular study, the researcher has put forward 4 kinds of research questions which are 1) What kind of interaction management strategies do NNSs (Non-native speakers) employ during task-based interaction in Active Worlds?, 2) do learners make use of the communicative features of their avatars during task-based interaction in Active Worlds?, 3) Does the use of a personal avatar enhance the sense of telepresence in Active Worlds? and 4) How do NNSs subjects negotiate meaning when a non-understanding occurs in Active Worlds?. This research comprises 24 participants (5 males and 19 females). They are second, third and fourth year undergraduates based at a University in Tokyo. The age range of the participants is between 19 to 29 years and the average age is 20 years. Four nationalities are present for the research namely Japanese (20 participants), Chinese (2 participants), Korean (1 participant) and Malaysian (1 participant). This project is conducted during the fall semester of 2004 and it takes over five weeks of research to complete the study. The project is completed in two phases of research. The first phase is called orientation phase. Herein, the participants undertake a number of communication and navigation activities designed in order for them to familiarize themselves with the system in Active Worlds. The participants are required to attend the 2 sessions of familiarization and they take about one hour per session. In the second phase, the participants are required to work in pairs and small groups on a specific task once a week for 60 minutes. The tasks of the interaction in text-based real time CMC are specifically designed to motivate the participants to actively engage in purposeful target language interaction. The tasks of this research are jigsaw (Session 1), decision-making (Session 2) and opinion-exchange (Session 3). These tasks are relevant to the main objective of the study in which to create environment for the learners to interact and negotiate through means of chatting as some studies involving learner interaction in real time CMC show that jigsaw tasks elicit the greatest amount of cooperation (Blake, 2000) and decision-making tasks yield higher level of negotiation (Smith, 2003). This study uses quantitative research methodology. There are two stages of data collection. The first stage is when the chat data are automatically coded into The compleat lexical tutor (http://132.208.224.131/) online text analysis tool. This tool facilitates the investigation of a corpus by providing access to a web-based concordance. This tool helps the researcher to calculate the total numbers of turns during each session, the number of turns involving strategy use and the number of turns involving negotiation. Besides that, the researcher also conducted both pre- and post- study questionnaires.
The findings of the study are corresponded to the research questions as mentioned above. For the first research question, it is found out that participants employ a number of strategies that can be found in face-to-face communication throughout the process of text-based real time CMC. Such strategies include feedback markers such as interjections (ok, yes, wow) and fillers (um, oh, erm), addressivity by which the participants explicitly naming an intended message recipient and time saving devices such as abbreviations (u for you, r for are). In addition, the study shows that the participants use the politeness strategies in chatting as what can be found in face-to-face communication such as greetings and leave takings. For the second research question, the result shows that less than half of the turns employ the communication strategy. Post-study questionnaires indicate that 15 participants make use of the communication features of their avatars such as waving and emoticons. On the other hand, 9 participants claim that they do not make any use of the communication features because they face degree of difficulties to keep up with the rapid exchange of interaction and they think that avatars communication features are too limited to be of value during the interaction. Nevertheless, majority agrees that the use of avatars is useful as they enable the participants to follow their interlocutors’ responses. Next, result of the third research question shows that 17 participants agree that the use of avatars enhance the sense of telepresence in Active Worlds as stated in the post-study questionnaires. They claim that use of avatars make them feel alive and present in the process. Furthermore, they state that interaction using avatars in Active Worlds is an interesting and enjoyable experience. For the last research question, it is discovered that participants engage in the negotiation of meaning during each task as they employ confirmation and comprehension checks. In addition, they utilize definition and clarification requests. Negotiation of meaning normally occurs when the participants fail to understand each other and therefore they will request further explanation and clarification in order for them to come to one desired direction.
In conclusion, the main objective of the research has been met successfully. All participants content that Active Worlds is a great platform for them to interact and communicate in the target language and in a way to practice English as their second language. And most importantly, this study can be a guideline for the future research investigating the influence of learning context in CALL projects involving real time online interaction.



The Application of Chat-based Virtual World in the Language Teaching and Language Learning in Malaysian Context.

The findings of the research have shown that participants are highly benefitted from the activities conducted in Active Worlds. Participants of this research indicate that interacting through Chat-based Virtual World has increased their level of proficiency in English in terms of writing and speaking, improved their negotiation and discussion skill, boosted their confidence level in expressing opinion and giving instruction and enhanced their computer skills. Based on these positive outcomes of the research, I believe that similar approach should be used in language teaching and learning in Malaysian context. Nowadays, internet has become a powerful tool in helping teachers finding the appropriate software for the language lesson and it also a great companion for the learners to learn second language. These scenarios also occur in Malaysia whereby the teachers incorporate the use of technology into language learning classes. One way to create an effective and interactive way of teaching language is to permit the learners to participate in synchronous CMC method such as chatting. Chat room could be the best place for the learners to improve their language skills because of two reasons. First, chat room provides an alternative setting for the learners to practice their second language, especially to those who do not have courage yet to speak the target language in a face-to-face communication. Second, Malaysian students are known to be passive learners. They do not actually talk much in class. Hence, the chat room would be the appropriate place to motivate the learners to actually speak and communicate. Since the strain and anxiety of communicating via text-based real time CMC is lesser than face-to-face interaction, learners will automatically at ease to interact with others.