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Chapter 8. The third dimension

A sociocultural theory approach to the design and evaluation of 3D virtual worlds tasks
  • Gabriela Adela Gánem-Gutiérrez
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Technology-mediated TBLT
This chapter is in the book Technology-mediated TBLT

Abstract

This chapter describes a theoretical framework for the design and evaluation of pedagogical tasks for 3D virtual world environments. The proposed framework is informed by Vygotskian Sociocultural Theory (SCT) and Activity Theory, two related sociocultural approaches to second (L2) language learning which, I argue, offer a particularly suitable paradigm for the design, implementation, and evaluation of technology-mediated tasks. Firstly, I provide an overview of what characterises 3D virtual worlds (3D VWs) and of current research into the potential of this technological application in the service of second language learning and teaching, and the range of tasks that this research has thus far inspected. Secondly, I briefly review core SCT concepts underlying the proposed framework and point out how they apply to 3D VW tasks. I then identify pedagogical principles derived from this approach to L2 learning and discuss their relevance in the context of technology-mediated task-based language teaching (TBLT) with specific reference to the current state and capabilities of 3D VWs. I also outline a task example designed to capitalise on the potential of 3D VWs for L2 learning. I conclude with a proposal for the application of Activity Theory to the evaluation of 3D VWs tasks. At a theoretical level, my goal in the chapter is to bring key sociocultural perspectives to TBLT and show how SCT can inform theoretically sound pedagogical design in TBLT. At a practical level, I hope to offer a framework for practitioners to support the design and evaluation of technology-mediated tasks in general and 3D VWs tasks in particular.

Abstract

This chapter describes a theoretical framework for the design and evaluation of pedagogical tasks for 3D virtual world environments. The proposed framework is informed by Vygotskian Sociocultural Theory (SCT) and Activity Theory, two related sociocultural approaches to second (L2) language learning which, I argue, offer a particularly suitable paradigm for the design, implementation, and evaluation of technology-mediated tasks. Firstly, I provide an overview of what characterises 3D virtual worlds (3D VWs) and of current research into the potential of this technological application in the service of second language learning and teaching, and the range of tasks that this research has thus far inspected. Secondly, I briefly review core SCT concepts underlying the proposed framework and point out how they apply to 3D VW tasks. I then identify pedagogical principles derived from this approach to L2 learning and discuss their relevance in the context of technology-mediated task-based language teaching (TBLT) with specific reference to the current state and capabilities of 3D VWs. I also outline a task example designed to capitalise on the potential of 3D VWs for L2 learning. I conclude with a proposal for the application of Activity Theory to the evaluation of 3D VWs tasks. At a theoretical level, my goal in the chapter is to bring key sociocultural perspectives to TBLT and show how SCT can inform theoretically sound pedagogical design in TBLT. At a practical level, I hope to offer a framework for practitioners to support the design and evaluation of technology-mediated tasks in general and 3D VWs tasks in particular.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Chapter 1. Towards technology-mediated TBLT 1
  4. Chapter 2. The need for needs analysis in technology-mediated TBLT 23
  5. Chapter 3. Prior knowledge and second language task production in text chat 51
  6. Chapter 4. Textbooks, tasks, and technology 79
  7. Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks 115
  8. Chapter 6. TBLT and synthetic immersive environments 149
  9. Chapter 7. Collaborative tasks for negotiation of intercultural meaning in virtual worlds and video-web communication 183
  10. Chapter 8. The third dimension 213
  11. Chapter 9. Lessons from the fandom 239
  12. Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class 263
  13. Chapter 11. Evaluation of an online, task-based Chinese course 295
  14. Chapter 12. Afterword 323
  15. index 335
https://doi.org/10.1075/tblt.6.08gan

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Chapter 1. Towards technology-mediated TBLT 1
  4. Chapter 2. The need for needs analysis in technology-mediated TBLT 23
  5. Chapter 3. Prior knowledge and second language task production in text chat 51
  6. Chapter 4. Textbooks, tasks, and technology 79
  7. Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks 115
  8. Chapter 6. TBLT and synthetic immersive environments 149
  9. Chapter 7. Collaborative tasks for negotiation of intercultural meaning in virtual worlds and video-web communication 183
  10. Chapter 8. The third dimension 213
  11. Chapter 9. Lessons from the fandom 239
  12. Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class 263
  13. Chapter 11. Evaluation of an online, task-based Chinese course 295
  14. Chapter 12. Afterword 323
  15. index 335
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