Professional Documents
Culture Documents
Beth Wilkerson
English 839
Abstract
Broadly defined, tandem learning is a process whereby two people who speak different languages
learn each other’s language through bilingual conversation sessions. Within the last 15 years, tandem
learning has emerged in virtual environments, particularly in object-oriented multiple-user domains
(MOOs). Although MOOs have been found effective in promoting second language acquisition (SLA),
they are now being replaced with new technologies, such as tandem learning websites and virtual worlds.
This proposal suggests a historical study of the evolution of tandem learning in the MOO, followed by a
comparative study of tandem learning in LiveMocha, a 2-D social networking website, and Second Life, a 3-D
virtual world. It first outlines recent research concerning language learning in virtual environments,
focusing specifically on tandem learning and briefly discussing some of its current applications and
results. It then includes a methodology for undertaking the proposed thesis along with a tentative
schedule of completion and possible chapters and structure. Finally, it explains potential benefits of the
research and offers a working bibliography.
Capitalizing on Tandem Learning 1
Introduction
The summer before my senior year of college, I studied in Salamanca, Spain where I lived with a host
family. As I communicated with my host brother in Spanish, something unexpected happened: he began
to learn more English! Whenever I failed to comprehend something he said in Spanish, he would explain
the concept in the few English words he knew from college, and I would ―correct‖ any mistakes he made
in grammar or syntax. He returned the favor when I fumbled in Spanish, and through this dialogue, we
both improved our ability to communicate verbally in the other‘s native language. This idea of mutually
beneficial language improvement is at the heart of tandem learning, and my personal experiences with
language learning in this way will serve as a framework on which I base the research for my thesis.
Broadly defined, tandem learning is the process whereby two people with complementary language skills
learn the other‘s language through mutually beneficial interaction (Chung, Graves, Weshce, & Barfurth,
2005). Thus, an Irish learner of Spanish may be combined with a Puerto Rican learner of English so that
the two can learn from each other, ―alternating between the role of L2 learner and L1 expert either face-
to-face, by e-mail, via chat systems or the MOO, [or] by audio- or video-conferencing‖ (Schwienhorst,
2003, p. 431). Tandem learning operates closely alongside the principle of learner autonomy, the capacity
of the learner to ―develop a particular kind of psychological relation to the process and content of his
learning‖ (Little, 1991, p. 4). In other words, learner autonomy stems from responsibility for one‘s own
learning and the subsequent capability of reflecting on that learning. Within tandem learning
environments, learner autonomy is closely aligned with the concept of reciprocity, the idea that ―each
learner has to support their partner as much as they wish to support themselves‖ (Schwienhorst, 2003, p.
431).
Since the early 1990s, tandem learning has been studied extensively in virtual environments, particularly
in object-oriented multiple-user domains (MOOs) (Schwienhorst, 2002; Schwienhorst, 2003;
Schwienhorst, 2004 and Chung et al., 2005). While this research has provided a rich body of knowledge
about tandem learning, much territory remains to be explored in virtual environments that have emerged
within the last few years. To expand on current literature on tandem learning, I propose to write a thesis
that first provides a historical perspective of tandem learning in the MOO and then builds on that
research by examining two specific environments in which tandem learning can be employed today:
Second Life, a three-dimensional online virtual world; and LiveMocha, a two-dimensional social networking
site. My intent with this research is to examine whether three-dimensional tandem environments
are necessarily more conducive to second language acquisition (SLA) than two-dimensional
Capitalizing on Tandem Learning 2
environments and to provide implications for foreign language instructors who wish to incorporate
these and similar technologies in their classrooms.
In order to accomplish this, I will conduct a literature review that traces the history of tandem learning
in the MOO and then complete qualitative case studies on both Second Life and LiveMocha. Next, I will
provide an analysis of my results, including implications for foreign language instructors and future
researchers. In the rest of this proposal, I further outline recent research concerning language learning in
virtual environments, focusing specifically on tandem learning and briefly discussing some of its current
applications and results. I then present my methodology for undertaking the proposed thesis along with
a tentative schedule of completion and possible chapters and structure. Finally, I explain potential
benefits of my research.
Literature Review
In recent years, a surge in academic studies of computer-mediated communication (CMC) technologies
has greatly improved our understanding of their potential for enhancing learning. In many cases, CMC
has been shown to improve interaction among students and teachers by facilitating an online
environment in which students feel free to express themselves openly, without fear of judgment.
Overbaugh and Lin (2006), for instance, found that CMC can lead to lower anxiety and increased
participation among students who feel uncomfortable participating in traditional, face-to-face classroom
settings. In addition, such technologies have demonstrated benefits ranging from improved critical
thinking abilities (Jin, 2005) to constructive knowledge gains (Benbunan-Fich & Hiltz, 2003). Specific
CMC technologies such as chat rooms, instant messaging, MOOs, and massively multiplayer online role-
playing games (MMORPGs), have been studied in increasing depth within the last 15 years, and their
emergence in classroom environments is growing rapidly.
encourage language learning. Through such study, researchers have identified several benefits of virtual
learning, including the capability of building language skills through reflection of exploratory action as
well as interaction with other users. Legenhausen and Kotter (2000), for instance, discovered that MOOs
allow students to improve linguistic abilities because they ―can ask each other about the meaning of an
unknown word or phrase, request clarification, or open up a dictionary in a separate web browser while
communicating‖ (p. 2). Similarly, Bryant (2006) found that MMORPGs ―create a simulated environment
of language immersion where students are given the opportunity to apply their language skills toward
‗real life‘ goals within an extensive context‖ (p. 1).
communicate via microphone so that they can practice their verbal skills in the target language before
receiving constructive feedback.
According to a recent software review by Jee and Park (2009), ―the design of LiveMocha and its suggestive
activities are rooted in several…theoretical backgrounds, specifically sociocultural theory by Vygotsky
(1978)‖ (para. 6), which presupposes that human development is highly tied to a social dimension. With
its focus on community learning, LiveMocha provides ―interaction-rich communication‖ (Long, 2000) as
well as serves as ―a strong motivational tool (Holec, 1981) in foreign language learning‖ (as cited in Jee &
Park, 2009, para 7.). In this virtual learning environment, learners can check their progress regularly,
connect to the broader community, and receive ongoing constructive feedback on their foreign language
progress. In particular, ―text, audio, and video chat with like-minded learners in LiveMocha contributes to
several benefits consistently emphasized in literature about CMC: an opportunity to produce
comprehensible output to make oneself understood (Leahy, 2004), heightened noticing of problematic
language production…and ultimately increased input, output, and negotiation of meaning in the SLA
(Kern, 1995)‖ (as cited in Jee & Park, para. 7).
Another environment in which tandem learning is possible, but not the central focus, is Second Life, a
three-dimensional virtual world in which users are free to communicate, build, and explore. According to
the Second Life website (2009), hundreds of educational institutions are currently using this platform.
Since its creation by Linden Lab in 2003, Second Life has experienced a surge in foreign language
instruction, and several educators have created virtual foreign language classrooms and laboratories to
promote foreign language learning through the program (EXAMPLES HERE). Although many
researchers acknowledge Second Life’s potential to enhance foreign language instruction through
simulations, however, little research has focused specifically on tandem learning within the environment
or compared its effectiveness in SLA to 2-D environments like LiveMocha or to foreign language MOOs.
Therefore, a gap exists among the literature. Research that comparatively addresses the relationship
among a social networking site like LiveMocha, a virtual world like Second Life, and foreign language MOOs
could pave the way for future tandem applications that literally combine the best of virtual worlds by
identifying which elements of each medium contribute most effectively to SLA.
Moving Forward: Examining Tandem Learning in 2-D and 3-D Virtual Environments
Although a few studies have investigated foreign language learning in LiveMocha, Second Life and foreign
language MOOs independently, none has directly compared these three specific environments to evaluate
Capitalizing on Tandem Learning 5
which, if any, is more effective in promoting SLA through tandem learning. If left unexplored, educators
may be missing out on the incredible benefits of these learning tools in creating learner autonomy and
promoting SLA. As Schwienhorst (2002) suggests, foreign language learners ―should be given the choice
of working with a wide range of authentic and personally meaningful language materials, in a number of
media‖ (p. 136). Furthermore, learners should be given means of exploiting these materials in a variety of
ways. ―As language learners,‖ Schwienhorst posits, ―students should be enabled to plan, monitor, and
evaluate their learning process‖ (p. 136). An evaluation of different media such as LiveMocha, Second Life,
and foreign language MOOs can help educators and students make informed decisions about which
media they choose to employ when learning a second language.
Methodology
In order to complete my thesis, I propose a four-step qualitative process in which I will define all
terminology related to my research, conduct a literature review on the history of tandem language
learning in MOOs, complete two separate case studies on LiveMocha and Second Life, and finally develop an
analysis of my results and provide implications for future researchers and educators. My goals with
these steps will be to provide a history of tandem learning in virtual environments, to demonstrate
how tandem learning can be employed effectively in both 2-D and 3-D environments, and to
provide implications for foreign language instructors and future researchers.
that I triangulate to avoid a narrow view of the current state of tandem learning in virtual
environments (Johnson-Sheehan, 2008).
collected from these two case studies will contribute most directly to chapters four and five of
my thesis.
N/A 09/01/09
IRB Approval This will be necessary to obtain chat/email
logs and to use interview transcripts for the
case studies on LiveMocha and Second Life.
Capitalizing on Tandem Learning 8
Chapter Three: This chapter will delve into the history of 15 pages 10/15/09
History of the MOO in foreign language instruction and learning in
Tandem Learning the MOO. It will create a context for tandem
learning in virtual environments currently in
use. Specifically, it will provide a framework
for my case studies of Second Life and LiveMocha,
which I will examine in depth in the following
two chapters.
Chapter Four: This chapter will explore the use of LiveMocha, 20 pages 11/30/09
Tandem Learning in 2-D: a social networking website geared toward
The Case of LiveMocha tandem learning. It will examine LiveMocha’s
potential for SLA based on findings from chat
and email logs as well as interviews with users
on the site.
Chapter Five: This chapter will explore the use of Second Life, 20 pages 01/15/09
Tandem Learning in 3-D: a 3-D virtual world that is increasingly being
The Case of Second Life used for educational purposes. It will examine
its current use of foreign language instruction
in the platform and explain its potential for
tandem learning in particular.
Chapter 6: This chapter will analyze the data collected 15 pages 02/15/09
Analysis: Is 2-D Better Than from the case studies conducted on LiveMocha
3-D? and Second Life, comparing and contrasting the
results. It will aim to squelch the idea that 3-D
virtual environments are necessarily more
conducive to foreign language learning than 2-
D environments by demonstrating the benefits
of each. This chapter will also provide
implications for foreign language instructors
and future researchers.
Capitalizing on Tandem Learning 9
Chapter 1: This chapter will briefly preview the topic, 10 pages 3/01/09
Introduction methodology, and overall structure of my
thesis.
Chapter 7: This chapter will wrap up the previous six 10 pages 3/15/09
Conclusion chapters by highlighting the overall structure
and main conclusions of my thesis.
Research Outcomes
In summary, I believe a close analysis of tandem learning in a historical context as well as in a new 2-D
environment and 3-D environment will provide valuable information for foreign language educators who
wish to provide virtual instruction for their foreign language students. After completing my data analysis,
I will be able to discover and expand on the relationship between virtual tandem learning and students‘
SLA, and I will have information on ways to effectively incorporate tandem learning into my classroom if
I choose to pursue a career in foreign language instruction in the future. Overall, my findings will provide
implications for future research in foreign language instruction, virtual environments, and tandem
learning. In addition, my research should result in the following outcomes:
Most students will feel their foreign language skills are enhanced by tandem learning, but the
ways in which the tandem learning is carried out in Second Life and LiveMocha will differ
depending on the student‘s personality, their language partner(s), their motivation to learn the
target language, their level of previous experience with the technology, and their willingness to
learn through new media.
Each virtual environment studied—Second Life and LiveMocha—will contain features that help
facilitate tandem learning. By the same token, they will each have some features that will not
yield themselves to effective tandem learning and that can be improved upon.
Capitalizing on Tandem Learning 10
Through interviews and class observations, I will identify the attributes of each platform that
seem to benefit students the most, thereby providing useful suggestions for other teachers who
wish to incorporate these technologies in their foreign language classrooms.
For researchers of foreign language pedagogy, my study will build on current knowledge of
tandem learning in virtual environments. It will also, for one of the first times, comparatively
examine the specific platforms of Second Life and LiveMocha. In this way, it will hopefully serve as a
building block for future research related to virtual environments and SLA.
In addition, students may benefit themselves by learning an approach that helps them become
more autonomous learners, thereby taking more control of their SLA. If implemented correctly,
virtual tandem learning may also help such students improve transfer of communication skills to
other classes and the workplace in which they might interact with people who speak different
languages.
For readers of my thesis, my study will provide a thick description of virtual tandem
environments that will hopefully inspire them to conduct similar studies of their own, whether
about tandem learning, foreign language acquisition, virtual environments, or another similar
topic. It will also provide them with general guidelines for implementing tandem learning in
their classrooms.
In addition to the educational benefits described above, for me this research will provide an opportunity
to satisfy the thesis requirement for the Masters of Professional Communication program at Clemson
University, thus allowing me to graduate. The eventual thesis may also result in future publication,
which would further shed light onto the use of tandem learning in virtual environments and bring
recognition to the MAPC program, the graduate school, and Clemson University.
***
Overall, I believe my strong interest in foreign language acquisition, coupled with previous research in
CMC and foreign language learning, make me uniquely qualified to conduct research on tandem learning
in virtual environments. Thank you for taking the time to read my proposal. I look forward to
hearing from you and taking the necessary steps to begin the proposed research.
Capitalizing on Tandem Learning 11
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