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Thirty-four high- and low-intermediate university students completed three task types—jigsaw, decision-making, and discussion—while using voice-chat and avatar communication tools. Varonis and Gass’ negotiation of meaning model analyzed learner language use, highlighting sociocultural value, task-type differences in negotiation patterns, and deeper collaboration processes with group members.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/from-first-life-to-second-life-evaluating-task-based-language-learning-in-a-new-environment-vol-401-winter-2014/597611/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/from-first-life-to-second-life-evaluating-task-based-language-learning-in-a-new-environment-vol-401-winter-2014/597611.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To explore how different task types affect ESL students’ negotiation of meaning in Second Life and how students negotiate meaning while completing those tasks.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which participant group and proficiency levels were involved?",{"text":117,"@type":113},"Thirty-four high- and low-intermediate ESL students enrolled in a university ESL program participated in the study.",{"name":119,"@type":110,"acceptedAnswer":120},"What task types and communication features were used in Second Life?",{"text":121,"@type":113},"Students used the voice-chat function and avatar communication features while performing three task types: jigsaw, decision-making, and discussion tasks.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597611,1792191083,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","| Volume 40(1) | Winter/hiver 2014 |\n| --- | --- |\n\nFrom First Life to Second Life: Evaluating task-­‐based language learning in anew environment  \nDe la vie réelle à la vie virtuelle: évaluation de l'apprentissage des langues basé sur les tâches dans un nouvel environnement  \nMin Jung Jee, University of Texas at Austin  \nAbstract  \nWith its growing number of users, Second Life as one of the avatar-based 3D virtual worlds has received attention from educators and researchers in various fields to explore its pedagogical benefits. Given the increasing implementation of technologies broadly in much instruction, this study investigated how ESL students negotiated meanings in Second Life while using the features of Second Life. Enrolled in a university ESL program, 34 high-and low-intermediate students participated. In order to investigate a new function of Second Life, students were asked to use the voice-chat function and communication features of avatars as they participated in three task types: Jigsaw, Decision-making, and Discussion tasks, representing the continuum of communicative tasks by Pica, Kanagy, and Falodun (1993). Negotiation of meaning model by Varonis and Gass (1985) was used as the main construct to analyze students’ language use. Phenomena emerging from the data pointed to the utility of a sociocultural approach and led to a focus on patterns of negotiation of meaning as differentially elicited in different task types and on an in-depth analysis of the students’collaborations with their group members in Second Life.  \nKey words: Second Life, Synchronous Computer-Mediated Communication, Task-based instruction, Second Language Acquisition  \nRésumé  \n« Second Life » est un univers virtuel en 3D basé sur des avatars qui a récemment retenu  \nl'attention des éducateurs et des chercheurs de divers domaines, désireux d’explorer les avantages pédagogiques de ce jeu. Étant donné l’application croissante des technologies en éducation, cette étude a examiné la manière dont différents types de tâches affectent l’utilisation de l’environnement « Second Life » chez les étudiants d’anglais langue seconde (ALS), et les facteurs déterminant le succès ou l'échec dans l’exécution d’une tâche. 34 étudiants universitairesinscrits dans des programmes intermédiaires d’ALS de niveaux différents ont été invités à  \nCJLT/RCAT Vol. 40(1)  \nutiliser les fonctions de conversation orale (chat vocal) et de communication des avatars alors qu’ils participaient à trois types de tâches: casse-tête, prise de décision, et tâches de discussion, correspondant à l’éventail des tâches communicatives de Pica, Kanagy et Falodun (1993) . Les données montrent de façon provisoire comment les d’étudiants d'ALS de différents niveaux ont utilisé l’environnement « Second Life » dans des types variés de tâches, en mettant l'accent sur l'utilisation des avatars, la téléprésence et les affordances, et révèlent les facteurs cruciaux qui ont conduit au succès ou à l'échec dans l'exécution des tâches.  \nIntroduction  \nIn response to the call for educators to use technology in various educational disciplines, innovative teaching and learning methods using various types of technology have been developed, and this has led to an improvement of instruction in many academic fields. As one of 3-D multiuser virtual environments (MUVE)s, Second Life has caught educators’and researchers’attention since its launching in 2003 with user-generated and community-oriented features. Moreover, it is currently the most popular and notable 3D MUVE in education (Dickey, 2011), and many universities have developed virtual campuses with Second Life (Schiller, 2009). The number of empirical studies of Second Life has increased since 2006 (Wang & Burton, 2012), and have reported the benefits of Second Life such as lowering anxiety, enhancing motivation and engagement, facilitating collaboration and social interactions, and increasing a sense of shared presence and experience (Craig, 2007; Ded","cbCaifbYLaDaArrx","https://ap.wps.com/l/cbCaifbYLaDaArrx","pdf",438758,15,"English","# Abstract\n# Résumé\n# Introduction\n## Background and rationale\n## Purpose of the study","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To explore how different task types affect ESL students’ negotiation of meaning in Second Life and how students negotiate meaning while completing those tasks.\"},{\"question\":\"Which participant group and proficiency levels were involved?\",\"answer\":\"Thirty-four high- and low-intermediate ESL students enrolled in a university ESL program participated in the study.\"},{\"question\":\"What task types and communication features were used in Second Life?\",\"answer\":\"Students used the voice-chat function and avatar communication features while performing three task types: jigsaw, decision-making, and discussion tasks.\"}]","From First Life to Second Life - Evaluating Task-Based Language Learning in a New Environment - Vol. 40(1) Winter 2014 | PDF",1792085340,38]