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Avatar Teaching and Learning: Examining Language Teaching and Learning Practices in Virtual Reality Environments

Avatar Teaching and Learning: Examining Language Teaching and Learning Practices in Virtual Reality Environments

Geoff Lawrence, Farhana Ahmed
Copyright: © 2023 |Pages: 21
ISBN13: 9781668475973|ISBN10: 1668475979|EISBN13: 9781668475980
DOI: 10.4018/978-1-6684-7597-3.ch026
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MLA

Lawrence, Geoff, and Farhana Ahmed. "Avatar Teaching and Learning: Examining Language Teaching and Learning Practices in Virtual Reality Environments." Research Anthology on Virtual Environments and Building the Metaverse, edited by Information Resources Management Association, IGI Global, 2023, pp. 522-542. https://doi.org/10.4018/978-1-6684-7597-3.ch026

APA

Lawrence, G. & Ahmed, F. (2023). Avatar Teaching and Learning: Examining Language Teaching and Learning Practices in Virtual Reality Environments. In I. Management Association (Ed.), Research Anthology on Virtual Environments and Building the Metaverse (pp. 522-542). IGI Global. https://doi.org/10.4018/978-1-6684-7597-3.ch026

Chicago

Lawrence, Geoff, and Farhana Ahmed. "Avatar Teaching and Learning: Examining Language Teaching and Learning Practices in Virtual Reality Environments." In Research Anthology on Virtual Environments and Building the Metaverse, edited by Information Resources Management Association, 522-542. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-7597-3.ch026

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Abstract

This chapter examines the pedagogical potential of immersive social virtual worlds (SVWs) in language teaching and learning. Recognizing the language learning affordances of immersive virtual environments, this research examines a study analyzing the beliefs and practices of ‘Karelia Kondor', an avatar-learner and teacher of languages with a decade of diverse experiences in Second Life (SL), one of the first widely used SVWs. Findings highlight the relevance of a hyper-immersive and emotionally engaging conceptual model informing language teaching approaches within these rapidly evolving environments. When supported pedagogically, the activities illustrated demonstrate the potential of these immersive approaches to create communities of practice and affinity spaces by fostering investment and autonomy in the language learning process through shared target language experiences. The chapter concludes with a summary of pedagogical insights to inform the use of these hyper-immersive environments in language teaching and learning.

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