지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
As a part of a larger study, the purpose of this study is to show how high-intermediate and low-intermediate ESL students interact during unofficial task periods and to identify key factors for better interaction in Second Life. The study also suggests implications for the use of Second Life in the ESL/EFL context. Using a qualitative research method, this study found emerging activities during pre- and post-task periods when students were free to interact with each other. High-intermediate (n=21) and low-intermediate (n=13) ESL students, who had never used Second Life before, participated in this study. They were asked to complete three types of tasks using voice-chat and their avatars. Before they went into the official tasks, students engaged in pre-task activities such as greetings, checking voice-chat, checking whether all are present, and small talk. As post-task activities, they ended their conversation with closing remarks and, by talking with the researcher, or with no closing remark. Four themes emerged from the initial data analysis: solving technical problems, setting Telepresence(Schroeder, 2002) before the task, the lesser importance of after-task activity, and the element of playfulness. Based on these themes, suggestions for designing pre-task activities and implications for using Second Life are discussed.
목차
영문초록
I. Introduction
II. Background
III. Method
IV. Results
V. Discussion
VI. Implications
References
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