The effectiveness of virtual conversations in language learning among Malaysian students

1. The effectiveness of virtual conversations in language learning among Malaysian students By Harmi Izzuan Bin Baharum Alexei Tretiakov Anuradha Mathrani

2. Overview • Background of the problem • Statement of the problem • Research Questions • Research Design & Methodology • Data Analysis and Results • Discussion • Implications

3. Background of the problem English in Malaysian Society • Malaysian society is culturally diverse, involving Malay, Chinese, and Indians • The official language is Malay, but English is highly important in business • Most Malays are not sufficiently proficient in English • Many Malays reside in rural areas with poor access to learning opportunities • Dominance of Malay in civil service where many Malays are employed • Negative attitude towards learning English among Malays due to colonial history • Most adult Malays are shy and difficult to engage due to cultural reasons

4. Background of the problem • Application of MUVE in education and language learning: Suitable scaffolding environment (Roed, 2003), promote interactional and transactional strategies (Peterson, 2005), non-threating environment (Rankin et al, 2006), focusing on new vocabulary ( Peterson, 2006), useful and interesting language learning platform (2009), authentic environment for interaction (Liou, 2012) role-play (Dalgarno et al, 2016) spatial contexts (Berger et al, 2016). • Research studies are still limited both in the application of MUVE in education and language teaching with respect to measuring: - Effectiveness • My research investigates quantitatively effectiveness of 3D MUVE in facilitating scenario-based approach. • Research focuses on one important practical problem – teaching oral business English communication skills to Malay learners.

5. English teaching paradigms and Computer assisted language learning Malaysia (adapted from Warschauer, 2000)

6. Statement of the Problem • Due to the limitations of the learning opportunities attitude & personality traits: • *Malay learners needs assistance to improve • their oral English skills. • *Malay learners need new approach within • their cultural context to encourage them to • use the language.

7. Research Questions • Is online three dimensional multi-user virtual environment effective in facilitating scenario-based approach of oral business English to Malay learners?

8. Research Design & Methodology • Design a scenario-based business English teaching course in a MUVE environment • For experiment, create in immersive MUVE environment • For control, create also a conventional (classroom) version of the course • Design and execute an experiment to evaluate the effectiveness of MUVE in facilitating SBE • A real experiment involving control to provide a valid comparison

9. Participants • Malay learners • University students • English for Professional Communication course • 144 from 180 students volunteered in the study • To ensure validity, use a representative sample (e.g., a class including both urban and rural learners)

10. Effectiveness of the learning system • Two groups: A and B, belonging to the same English course. • Subjects are allocated to groups A and B at random. • Repeated measures design – ensures similar experience for all subjects to minimize ethical concerns. • Measure learning gains/outcome

11. Research Instruments • Effectiveness • Oral assessment scale • Measure learning gains. • 2 raters.

12. Oral assessment scale • To determine learning gains • An analytic scale-focus on the specific language features • Existing scale by Oliveira (2004) based on Bachman and Palmer’s language testing model

13. Oral assessment scale • Appendix 4: Proficiency Rating Scale

15. Data Analysis & Findings(Effectiveness)

16. Data Analysis(Effectiveness) • Results of the T-test of the classroom teaching

17. Data InterpretationEffectiveness • Finding shows that there is a significance difference between the pre-test scores and the post-test scores of the classroom teaching. • The increase at 4.64 is proven to be significant. • Therefore, the classroom teaching has been successful in increasing the oral proficiency scores of the students significantly.

18. Data AnalysisEffectiveness • Results of the T-test of the Second Life teaching

19. Data InterpretationEffectiveness • Finding shows that that there is a significance difference between the pre-test scores and the post-test scores of Second Life teaching. • The increase at 4.26 is proven to be significant. • Therefore, the Second Life teaching has also been successful in increasing the oral proficiency scores of the students significantly.

20. Classroom Teaching VS Second Life Teaching • The results of the T-test between Classroom Teaching and Second Life Teaching

21. Data InterpretationEffectiveness • Use T-Test comparing classroom teaching and Second Life teaching • Based on the analysis, the p-value is 0.6054. • Based on the P –value, there is no significance difference between classroom teaching and Second life teaching. • However, the means shows that Classroom teaching is slightly better than Second Life teaching in terms of improving oral communication skills among the students.

22. Discussion of Findings(Effectiveness) • Scenario-based approach in terms of reproducing realistic social interaction scenario support the its use in teaching of oral business English communication skills. • Scenario-based teaching can be executed in MUVE and it is as effective as in the classroom environment.

23. Implications for practice • Scenario-based teaching on MUVE can be used for teaching • Scenario-based teaching on MUVE can be used in distance learning

24. Conclusion • Empirical evaluation of effectiveness • The research provided quantitative evidence to confirm the effectiveness of MUVE as an environment for scenario-based business English learning. • More broadly, the research provided, based on a quantitative empirical evaluation, support the increasingly held view that MUVE offer a platform for effective teaching and learning.