研究生: |
呂伯寧 Lyu, Bo-Ning |
---|---|
論文名稱: |
虛擬實境中的真實體驗對華語寫作之影響研究 An Investigation into the Effects of Authentic Experieces in Virtual Environments on Mandarin Chinese Writing |
指導教授: |
籃玉如
Lan, Yu-Ju 陳之權 Chin, Chee-Kuen. |
學位類別: |
碩士 Master |
系所名稱: |
應用華語文學系 Applied Chinese Language and Culture |
論文出版年: | 2016 |
畢業學年度: | 104 |
語文別: | 中文 |
論文頁數: | 112 |
中文關鍵詞: | 虛擬實境 、第二人生 、真實學習 、寫作能力 、態度 |
英文關鍵詞: | virtual environment, Second Life, authentic learning, writing ability, attitude |
DOI URL: | https://doi.org/10.6345/NTNU202203720 |
論文種類: | 學術論文 |
相關次數: | 點閱:261 下載:71 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
近年來,利用3D虛擬實境,如「第二人生」(Second Life)輔助語言教學的研究日益興起。在虛擬實境裡基於網絡的文本和語音即時通訊增強了師生間、同儕間、學習者與虛擬物體間的互動,并在其中構建生活中可能遇到的真實情境,為學習者提供大量有意義的互動的機會。在其中,學習者充分調動視覺、聽覺等多感官,在潛移默化中實現語言習得。此外,由於在「第二人生」可創造完全沉浸式的語言環境,對於促進海外華語教學意義重大。
本研究以虛擬實境中的真實體驗對華語寫作之影響研究為主題,以新加坡華語學習者為對象,採用準實驗研究設計,設立對照組與實驗組,進行為期五週的實驗。在實驗期間,對照組學生接受傳統的寫作教學,而實驗組在進行寫作前可利用虛擬實境中搭建的場景在其中進行真實體驗,隨後進行寫作。通過比較兩組寫作成績及實驗前、後的問卷結果,考察「第二人生」對華語寫作成績、華語寫作態度和華語學習態度的影響。研究結果發現,實驗組學生的作文成績顯著高於對照組,並在作文的內容、組織、文法、詞彙和文字上的表現均優於對照組,其中兩組在內容、組織、文法和詞彙上的得分達到顯著。此外,進行了寫作前構思記錄的實驗組學生遠高於對照組,並且在形式、內容和語言上表現出更強的多樣化特征。然而,在本研究中,實驗組學生和對照組學生在實驗前後的華語寫作和學習態度沒有明顯差異,有可能是由於課程設計缺乏任務導向及獎勵機制而造成。
此研究作為運用「第二人生」進行華語教學成效性檢驗研究,以期發揮虛擬實境突破時間、空間限制的優勢,促進海外華語教學的發展。
In recent years, research on applying 3D virtual environments, such as Second Life, to assist language teaching are increasingly emerging. In a 3D virtual environment, the web-based text and real-time voice communication not only enhance the interaction of teacher-student, peer-peer and learner-virtual object, but also provides a lot of meaningful interaction opportunities by building real situations that may be encountered in life. In this way, the learners fully utilize vision, hearing and other senses to achieve imperceptible language acquisition. Besides, since Second Life can create a fully immersive language environment, it is of great significance in promoting overseas Mandarin Chinese teaching.
This study, conducted on Mandarin Chinese language learners in Singapore, focuses on the effects of authentic experiences in virtual environments on Mandarin Chinese writing and it is. A quasi-experimental design is applied, in which the participants in the control group take traditional writing lessons while those in the test group have authentic experiences in a 3D virtual world before writing. The duration is five weeks. By comparing the writing scores of the two groups and the results of surveys taken before and after the experiment, this study is expected to explore the effects of Second Life on Mandarin Chinese writing ability and motivation. The study finds that the composition scores of the students in the experimental group are significantly higher than that in the control group, including the scores for content, organization, grammar, vocabulary and spelling. Particularly, the differences in the scores for content, organization, grammar and vocabulary of the two groups were statistically significant. In addition, the number of the students who utilized prewriting brainstorming was far higher in the experimental group than in the control group, and showed more diversity in the form, content and language in the writing. However, in this study, there is no obvious difference between the two groups in the motivation questionnaires, which may be caused by the lack of tasks designed in the curriculum and lack of an incentive mechanism.
As a test to evaluate the effectiveness of Mandarin Chinese teaching by applying Second Life, the study is expected to take advantages of 3D virtual environments in order to offset time and space constraints, and promotes the development of Mandarin Chinese education.
中文部分
李吉林。(2013)。為兒童的學習:情境課程的實驗與建構。北京:外語教學與研究出版社。
郭熙。 (2004)。 海外華人社會中漢語 (華語) 教學的若干問題——以新加坡為例。 世界漢語教學,(3), 79-88。
陳之權。(2011)。大題小做:新加坡華文課程與教學論文集。南京:南京大學出版社。
陳之權。(2013)。新加坡獨立以來各階段華文課程與教學改革重點及其影響與評價 (1965-2010)。中原華語文學報,11,73-97。
陳志銳、潘霖妮、張曦姍、陳幹煌。(2014)。通過“我板”(iPad)促進中學創意寫作教學-校本研究的嘗試與思考。華文學刊,12(2),67-84。
陳玫。(2005)。教學模式與寫作水準的相互作用-英語寫作 “結果法” 與 “過程法” 對比實驗研究。外語教學與研究, 37(6),460-464。
麥曦文。(2013)。戲劇化教學法在新加坡高中華文寫作教學中的運用。現代基礎教育研究,9(1), 160-166。
新加坡教育部課程規劃與發展司。(2011)。中學華文課程標準。新加坡:新加坡教育部。
劉士娟。(2010)。 Second Life及其在中文教學中的應用。科技與中文教學,1(1),71-93。
蔡蘭珍。(2001)。任務教學法在大學英語寫作中的應用。外語界,4(6),41-46。
謝澤文。(2003)。新加坡華文第一語文的課程設計。新加坡華文教學論文,3,95-114。
英文部分
Amory, A., Naicker, K., Vincent, J., & Adams, C. (1999). The use of computer games as an educational tool: identification of appropriate game types and game elements. British Journal of Educational Technology, 30(4), 311-321.
Arnold, E. (1991). Authenticity revisited: How real is real? English for Specific Purposes, 10(3), 237-244.
Bacon, S. M., & Finnemann, M. D. (1990). A study of the attitudes, motives, and strategies of university foreign language students and their disposition to authentic oral and written input. The Modern Language Journal, 74(4), 459-473.
Barab, S. A., Squire, K. D., & Dueber, W. (2000). A co-evolutionary model for supporting the emergence of authenticity. Educational Technology Research and Development, 48(2), 37-62.
Barrows, H. S. (1986). A taxonomyo f problem-basedle arningm ethods. Medical Education, 20(6), 481-486.
Bartle, R. A. (2003). Designing virtual worlds. California, CA: New Riders Publishing.
Barsalou, L. W. (2008). Grounded cognition. The Annual Review of Psychology, 59, 617–645.
Bell, M. W. (2008). Toward a definition of 'virtual worlds'. Journal of Virtual Worlds Research, 1(1),2-5.
Benson, P. (2001). Teaching and researching autonomy in language learning. Harlow, England: Longman.
Brosnan, D., Brown, K., & Hood, S. (1984). Reading in context. Adelaide, Australia: National Curriculum Resource Center.
Brown, H. (1980). Principles of language learning and teaching. Englewood Cliffs, N.J.: Prentice-Hall.
Callison, D., & Lamb, A. (2004). Key words in instruction: Authentic learning. School Library Media Activities Monthly, 21(4), 34-39.
Camp, W. G., Clarke, A., & Fallon, M. (2000). Revisiting supervised agricultural experience. Journal of Agricultural Education, 31(3), 13-22.
Celce-Murcia, M., & McIntosh, L. (1991). Teaching English as a second or foreign language. Boston, MA: Heinle & Heinle.
Cheek, J. G., Arrington, L. R., Carter, S., & Randell, R. S. (1994). Relationship of supervised agricultural experience program participation and student achievement in agriculture. Journal of Agricultural Education, 35(2), 1-5.
Cohen, A. (1987). Student processing of feedback on their compositions. In A. L. Wenden, & J. Rubin (Eds.), Learner strategies in language learning (pp. 57-69). Englewood Cliffs, NJ: Prentice-Hall.
Cohen J. (1988). Statistical power and analysis for the behavioralsciences. Hillsdalee, NJ : Erlbaum.
Collentine, K. (2011). Learner autonomy in a task-based 3D world and production. Language Learning & Technology, 15(3), 50-67.
Collins, A. (1988). Cognitive apprenticeship and instructional technology (Technical report no. 6899). Cambridge, MA: BBN Labs, Inc.
Collins, A. (1991). Cognitive apprenticeship and instructional technology. In L. Idol, & B. F. Jones (Eds.), Educational values and cognitive instruction: Implications for education (pp. 121-138). Hillsdale, NJ: Lawrence Earlbaum Associates.
Cooke-Plagwitz, J. (2010, June). Foreign language learning in 3D MUVEs: How Second Life's user interface influences social presence and student motivation. Paper presented at the Third International Conference on The Computer Assisted Language Instruction Consortium (CALICO), Amherst, MA. Abstract retrieved from https://calico.org/p-462-Friday.html
Council of Europe (2011). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Council of Europe. Retrieved from: http://www.coe.int/t/dg4/education/elp/elp-reg/Source/Key_reference/Overview_CEFRscales_EN.pdf
Cross, D. (1984). News and activity in the media. In B. Jones (Ed.), Using authentic resources in teaching French (pp.19-28). London, England: Centre for Information on Language Teaching and Research.
Darling, J. (1994). Child-centered education and its critics. London, England: Paul Chapman.
Davis, B., Sumara, D., & Kieren, T. (1996). Cognition, co-emergence, curriculum. Journal of Curriculum Studies, 28(2), 151-169.
Dede, C. (1996). Emerging technologies and distributed learning. American Journal of Distance Education, 10(2), 4-36.
Denis, G., & Jouvelot, P. (2005). Motivation-driven educational game design: applying best practices to music education. In Proceedings of the 2005 International Conference on Advances in computer entertainment technology (pp. 462-465). Boulder, CO: ACM.
Dewey, J. (1938). Experience and education. New York, NY: The Macmillan Company.
Dickey, M.D. (2005). Three-dimensional virtual worlds and distance learning: Two case studies of Active Worlds as a medium for distance education. British Journal of Educational Technology, 36(3), 439-451.
Dörnyei, Z. (1990). Conceptualizing motivation in foreign-language learning. Language Learning, 40(1), 45-78.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language teaching, 31(03), 117-135.
Driscoll, M. P. (1994). Psychology of learning for instruction. Boston, MA: Allyn and Bacon.
Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8(3&4), 391-450.
Ellis, R. 2003. Task-based learning and teaching. Oxford, England: Oxford University Press.
Evans, N., Mulvihill, T. M., & Brooks, N. J. (2008). Mediating the tensions of online learning with Second Life. Innovate: Journal of Online Education, 4(6), 1-8.
Examination for the Certificate of Proficiency in English. (2014). Speaking Rating Scale. Retrieved from: http://www.cambridgemichigan.org/wp-content/uploads/2014/11/ECPE-Rating-Scale-Speaking.pdf
Ferris, D. R. (1995). Student reactions to teacher response in multiple-draft composition classrooms. TESOL Quarterly, 29, 33-53.
Fisch, S. M. (2005). Making educational computer games educational. In Proceedings of the 2005 conference on Interaction design and children (pp. 56-61). Boulder, CO: ACM.
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of riting. College composition and communication, 32(4), 365-387.
Gardner, R. (1985). Social psychology and second language learning. London, England: E. Arnold.
Gardner, R. C. (2000). Correlation, causation, motivation, and second language acquisition. Canadian Psychology/Psychologie Canadienne, 41(1), 10-24..
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second-language learning. Rowley, MA: Newbury House Publishers.
Gill, M. (2007). Exclusive boundaries, contested claims: Authenticity, language and ideology. In M. Edwards (Ed.), Proceedings of the British Association for Applied Linguistics Conference, 2007 (pp. 41–42). London, England: Scitsiugnil Press.
Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40(02), 97-118.
Gilmore, A. (2011). “I prefer not text”: Developing Japanese learners’ communicative competence with authentic materials. Language Learning, 61(3), 786-819.
Goethe-Institut e. V. (2010, March). Die Welt und ihr Double – Entwicklung und Zukunft der virtuellen Realität [Online news]. Retrieved from http://www.goethe.de/ins/cz/pra/kul/duc/bib/de5755186.htm
Gower, R., Phillips, D., & Walters, S. (1995). Teaching practice handbook. Oxford, UK: Heinemann.
Grant, S., & Huang, H. (2010). The integration of an online 3D virtual learning environment into formal classroom-based undergraduate Chinese language and culture curriculum. Journal of Technology and Chinese Language Teaching, 1(1), 2-13.
Griffin, C. (1992). Absorbing experiential learning. In J. Mulligan, & C. Griffin (Eds.), Empowerment through experiential learning (pp. 31-36). London, England: Kogan Page.
Guariento, W., & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT Journal, 55(4), 347-353.
Hedgcock, J., & Lefkowitz, N. (1994). Feedback on feedback: Assessing learner receptivity to teacher response in L2 composing. Journal of Second Language Writing, 3, 141-163.
Henderson, M., Huang, H., Grant, S., & Henderson, L. (2012). The impact of Chinese language lessons in a virtual world on university students' self-efficacy beliefs. Australasian Journal of Educational Technology, 28(3), 400-419.
Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational technology research and development, 48(3), 23-48.
Hill, A. M., & Smith, H. A. (2005). Research in purpose and value for the study of technology in secondary schools: A theory of authentic learning. International Journal of Technology and Design Education, 15(1), 19-32.
Ho, J., & Crookall, D. (1995). Breaking with Chinese cultural traditions: Learner autonomy in English language teaching. System, 23(2), 235-243.
Holec, H. (1981). Autonomy and foreign language learning. Oxford, England: Published for and on behalf of the Council of Europe by Pergamon Press.
Horwood, B. (1995). Of stones and strands: An introduction. In B. Horwood (Ed.), Experience and the curriculum (pp. 1-7). Dubuque, IA: Kendall/Hunt.
Hung, D., & Chen, D. T. V. (2007). Context–process authenticity in learning: implications for identity enculturation and boundary crossing. Educational Technology Research and Development, 55(2), 147-167.
Hung, D., & Nichani, M. (2002). Bringing communities of practice into schools: Implications for instructional technologies from Vygotskian perspectives. International Journal of Instructional Media, 29(2), 197-214.
Hwang, C. (2007). An adventurous multiple-persona experience in foreign language learning through authentic materials. Humanising Language Teaching, 1(07). Retrieved from http://www.hltmag.co.uk/jan07/sart04.htm
Hymes, D.H. (1972). On communicative competence. In J.B. Pride, & J. Holmes (Eds.), Sociolinguistics (pp. 269-293). Harmondsworth, England: Penguin.
Jackson, P. (1986). The practice of teaching. New York, NY: Teachers College Press.
Jones, G., Squires, T., & Hicks, J. (2008). Combining speech recognition/natural language processing with 3D online learning environments to create distributed authentic and situated spoken language learning. Journal of Educational Technology Systems, 36(4), 375-392.
Joy, J. J. L. (2011). The duality of authenticity in ELT. Journal of Language and Linguistic Studies, 7(2), 7-23.
Kenning, M. M. (1996). IT and autonomy. In E. Broady, & M. M. Kenning (Eds.), Promoting learner autonomy in university language teaching (pp. 121-138). London, England: Association for French Language Studies.
Kim, P. W., Kim, S. Y., Shim, M., Im, C. H., & Shon, Y. M. (2013). The influence of an educational course on language expression and treatment of gaming addiction for massive multiplayer online role-playing game (MMORPG) players. Computers & Education, 63, 208-217.
Klein, W. (1986). Second language acquisition. Cambridge, England: Cambridge University Press.
Knobloch, N. A. (2003). Is experiential learning authentic? Journal of Agricultural Education, 44(4), 22-34.
Kramsch, C. (1998). Language and culture. Oxford, England: Oxford University Press.
Kramsch, C. (2000). Authenticity and Authorship in the Computer-Mediated Acquisition of L2 Literacy. Language Learning & Technology, 4(2), 78-104.
Kramsch, C., & Thorne, S. (2002). Foreign language learning as global communicative practice. In D, Block, & D, Cameron (Eds.), Globalization and language teaching (pp.83-100). London, England: Routledge.
Krashen, S. (1987). Principles and practice in second language teaching. Oxford, England: Oxford University Press.
Kroll, B. (2001). Considerations for teaching an ESL/EFL writing course. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed.)(pp. 219-232). Boston, MA: Heinle & Heinle.
Kuriscak, L., & Luke, C. (2008, March). Second language pragmatics in Second Life: How learners navigate speech acts and their attitudes toward error correction. Paper presented at the First International Conference on The Computer Assisted Language Instruction Consortium (CALICO), San Francisco, CA. Abstract retrieved from https://calico.org/p-399-Friday.html
Lan, Y. J. (2014). Does Second Life improve Mandarin learning by overseas Chinese students? Language Learning & Technology, 18(2), 36-56.
Lan, Y. J. (2015). Contextual EFL learning in a 3D virtual environment. Language Learning & Technology, 19(2), 16-31.
Lan, Y. J., Chen P.W., Lai, C-e., Cheen, N.T.,Yee, C. F.,Choon, A.S.,Hsien, L.C., & Kuen,C.C.,(2010) I-reading Quartet: Virtual Chinese Cooperative Reading Based on the Social Construction Model of Second Language Acquisition Theory. Retrieved from http://tell.aclc.ntnu.edu.tw/index.php/people/bio-lan/lan-project
Lan, Y. J., Chen, N. S., Li, P., & Grant, S. (2015). Embodied cognition and language learning in virtual environments. Educational Technology Research & Development, 63(5), 639-644.
Lan, Y. J., Fang, S. Y., Legault, J., & Li, P. (2015). Second language acquisition of Mandarin Chinese vocabulary: Context of learning effects. Educational Technology Research & Development. DOI 10.1007/s11423-015-9380-y
Lan, Y.J., Kan, Y.H., Hsiao, I. Y. T., Yang, S. J. H., & Chang, K.E. (2013). Designing interaction tasks in Second Life for Chinese as a foreign language learners: A preliminary exploration. Australasian Journal of Educational Technology, 29(2), 184-202.
Lan, Y. J., Kan, Y. H., Sung, Y. T., & Chang, K. E. (2016). Oral-performance language tasks for CSL beginners in Second Life. Language Learning & Technology, 20(3).
Lan, Y. J., Sung, Y. T., & Chang, K. E. (2007). A mobile-devices-supported peer-assisted learning system for collaborative early EFL reading. Language Learning & Technology. 11(3), 130-151.
Lan, Y. J., Sung, Y. T., Cheng, C. C., & Chang, K. E. (2015). Computersupported cooperative prewriting for enhancing young EFL learners’ writing performance. Language Learning & Technology 19(2), 134–155.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
Lee, W. Y. C. (1995). Authenticity revisited: Text authenticity and learner authenticity. ELT Journal, 49(4), 323-328.
Liang, M. Y. (2012). Foreign ludicity in online role-playing games. Computer Assisted Language Learning, 25(5), 455-473.
Liang, M. Y. (2013). Rethinking authenticity: Voice and feedback in media discourse. Computers and Composition, 30(3), 157-179.
Liou, H. C. (2012). The roles of Second Life in a college computer-assisted language learning (CALL) course in Taiwan, ROC. Computer Assisted Language Learning, 25(4), 365-382.
Little, D., Devitt, S., & Singleton, D. (1989). Learning foreign languages from authentic texts: Theory and practice. Dublin, Ireland: Authentik.
Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT Journal, 58(4), 319–326.
Long, M. H. (1985). A role for instruction in second language acquisition: Task-based language teaching. In M. Pienemann, & K. Hyltenstam (EDs.), Modelling and assessing second language acquisition (pp. 77-99). Bristol, England: Multilingual Matters.
Long, M. H., & Crookes, G. (1992). Three approaches to task-based syllabus design. Tesol Quarterly, 26(1), 27-56.
Long, M. H., & Porter, P. A. (1985). Group work, interlanguage talk, and second language acquisition. TESOL quarterly, 19(2), 207-228.
MacDonald, M. N., Badger, R., & Dasli, M. (2006). Authenticity, culture and language learning. Language and Intercultural Communication, 6(3&4), 250-261.
Maina, F. W. (2004). Authentic learning: Perspectives from contemporary educators. Journal of Authentic Learning, 1(1), 1-8.
Mayo, M. (2004). A multi-player educational game for story writing. Paper presented at the Australia Workshop on Interactive, Entertainment, 13 February, Sydney. Retrieved from http://researchcommons.waikato.ac.nz/bitstream/handle/10289/2180/A%20multi-player%20educational%20game.pdf?sequence=1&isAllowed=y
Ministry of Eduncation, Singapore(2012). Eduncation in Singapore. Retrieved from http://www.moe.gov.sg/about/files/moe-corporate-brochure.pdf
Mishan, F. (2004). Authenticating corpora for language learning: a problem and its resolution. ELT Journal, 58(3), 219-227.
Mishan, F. (2005). Designing authenticity into language learning materials. Bristol, England: Intellect.
Molka-Danielsen, J., Richardson, D., Deutschmann, M., & Carter, B. (2007). Teaching languages in a virtual world. NOKOBIT Proceedings, 2007, 97-109.
Morrow, K. (1977). Authentic texts and ESP. In Holden, S. (Ed.). English for specific purposes (pp. 13-16). Oxford, England: Modern English Publications.
National Population and Talent Division, Prime Minister’s Office, Government of Singapore. (2015). 2015 Population in brief. Retrieved from http://population.sg/population-in-brief/files/population-in-brief-2015.pdf
New Media Consortium. (2016). Horizon Report : 2016 Higher Education Edition,Retrieved from http://cdn.nmc.org/media/2016-nmc-horizon-report-he-EN.pdf
Newcomb, L. H., McCracken, J. D., & Warmbrod, J. R. (1993). Methods of teaching agriculture. Danville, IL: Interstate Printers and Publishers.
Newmann, F. M., & Wehlage, G. G. (1993). Five standards of authentic instruction. Educational leadership, 50(7), 8-12.
Nielsen, J. (1994). Estimating the Number of Subjects Needed for a Thinking Aloud Test, International Journal of Human-Computer Studies, 41(3), 385-397.
Oliver, M., & Carr, D. (2009). Learning in virtual worlds: Using communities of practice to explain how people learn from play. British Journal of Educational Technology, 40(3), 444-457.
Ormrod, J. E. (2000). Educational psychology: Developing learners. Upper Saddle River, NJ: Merrill.
Palmer, D. S. (2010). Second language pragmatic socialization in World of Warcraft (Doctoral dissertation, UNIVERSITY OF CALIFORNIA DAVIS).
Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading &Writing Quarterly, 19(2), 139-158.
Peacock, M. (1997). The effect of authentic materials on the motivation of EFL learners. ELT Journal 51(2), 144-156.
Peterson, M. (2010). Massively multiplayer online role-playing games as arenas for second language learning. Computer Assisted Language Learning, 23(5), 429-439.
Peterson, M. (2011). Digital gaming and second language development: Japanese learners' interactions in a MMORPG. Digital Culture & Education, 3(1), 56-73.
Pincas, A. (1982). Teaching English Writing. London, England: Macmillan Press.
Porter, D. and J. Roberts (1981). Authentic listening activities. ELT Journal, 36(1), 37-47.
Resnick, L. (1987). Learning in school and out. Educational Researcher, 6(9), 13-20.
Rule, A. C. (2006). The components of authentic learning. Jourmal of Authentic Learning, 3(1), 1-10.
Sadler, R. (2012).Virtual worlds for language learning : from theory to practice. New York, NY: Peter Lang Press.
Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational Technology, 35(5), 31-38.
Schank, R. C., Berman, T. R., & Macpherson, K. A. (1999). Learning by doing. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (pp.161-181). London, England: Routledge.
Schwienhorst, K. (2002). Why virtual, why environments? Implementing virtual reality concepts in computer-assisted language learning. Simulation & Gaming, 33(2), 196-209.
Shrum, J., & Glisan, E. (1994). Teacher's handbook: Contextualized language instruction. Boston, MA: Heinle & Heinle.
Sonaiya, R. (2002). Autonomous language learning in Africa: A mismatch of cultural assumptions. Language Culture and Curriculum, 15(2), 106-116.
Spratt, M., Humphreys, G., & Chan, V. (2002). Autonomy and motivation: which comes first? Language Teaching Research, 6(3), 245-266.
Stewart, B. R., & Birkenholz, R. J. (1991). Outcomes of changing supervised agricultural education programs. Journal of Agricultural Education, 32(3), 35-41.
Suh, S., Kim, S. W., & Kim, N. J. (2010). Effectiveness of MMORPG‐based instruction in elementary English education in Korea. Journal of Computer Assisted Learning, 26(5), 370-378.
Swain, M. (1995). Three functions of output in second language learning. In G. Cook, & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honor of H. G. Widdowson (pp. 125–144). Oxford, England: Oxford University Press.
Thorne, S. (2008). Mediating technologies and second language learning. In J. Coiro, M. Knobel, C. Lankshear, & D. J. Leu (Eds), Handbook of research on new literacies (pp. 415-447). Mahwah, NJ: Erlbaum.
Tribble, C. (1996). Writing (Language teaching: A scheme for teacher education). Oxford, England: Oxford University Press.
Vincent, J. (2001). The role of visually rich technology in facilitating children's writing. Journal of Computer Assisted Learning, 17(3), 242-250.
Vygotsky, L. (1978). Interaction between learning and development. From: Mind and society. Cambridge, MA: Harvard University Press.
Warren, S. J., Dondlinger, M. J., & Barab, S. A. (2008). A MUVE towards PBL writing: Effects of a digital learning environment designed to improve elementary student writing. Journal of Research on Technology in Education,41(1), 113-140.
Warschauer, M. (2010). Invited commentary: New tools for teaching writing. Language Learning & Technology, 14(1), 3–8.
Wehner, A. K., Gump, A. W., & Downey, S. (2011). The effects of Second Life on the motivation of undergraduate students learning a foreign language. Computer Assisted Language Learning, 24(3), 277-289.
Wenden, A. L. (2002). Learner development in language learning. Applied Linguistics, 23(1), 32-55.
Weyers, J. R. (1999). The effect of authentic video on communicative competence. Modern Language Journal, 83(3), 339-349.
Widdowson, H. (2003). Defining issues in English language teaching. Oxford, England: Oxford University Press.
Williams, M., & Burden, R. (1997). Psychology for language teachers. Cambridge, England: Cambridge University Press.
Wu, D. (2012). Living in Second Life and Learning a Second Language: A Study on English Learning for Chinese Residents in Second Life. Creative Education, 3(4), 520-526.
Xu, Y., Park, H., & Baek, Y. (2011). A New Approach Toward Digital Storytelling: An Activity Focused on Writing Self-efficacy in a Virtual Learning Environment. Educational Technology & Society, 14(4), 181-191.
Yilmaz, R. M., Topu, F. B., Goktas, Y., & Coban, M. (2013). Social presence and motivation in a three-dimensional virtual world: An explanatory study. Australasian Journal of Educational Technology, 29(6). 823-839.
Yu, T. W. (2009). Learning in the virtual world: The pedagogical potentials of massively multiplayer online role playing games. International Education Studies, 2(1), 32-38.