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EFFECTS OF SECOND LIFE ON ELS AS A

LANGUAGE TOOL

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 Table of Contents
I. Abstract .......................................................................................................................................... 3
1. Introduction ................................................................................................................................... 3
2. Literature Review .......................................................................................................................... 4
3. Results & Discussion ..................................................................................................................... 6
4. Conclusion ...................................................................................................................................... 8
5. References .................................................................................................................................... 10

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I. Abstract

Multi-user virtual environments (MUVEs) usage as a learning tool became one of the
trends in recent years. Second Life, as an example of MUVEs, has gained attention from
scholars in the field. This paper aims to contribute to the current Second Life (SL) literature
and examine the effects of its usage as an ELS language tool. The research starts with a
careful examination of Second Life and presents a brief history of its usage of it in the
language learning field and points out identified positive and negative impacts. Results are not
only driven by quantitative studies but also take into consideration qualitative and self-
identified interviews conducted in the previous literature. Consequently, the paper
summarizes the benefits and pitfalls of using Second Life as a language tool via visualizing
results from previous studies and discusses its effects in this context. It is found out that
Second Life can be very useful tool especially for intermediate learners. Further research may
needed on all levels, and in bigger scale studies.

1. Introduction

Second Life (secondlife.com) is a multi-user virtual world. The platform is developed by

Lindan Lab and established in 2003 (Chung, 2012). Second life users can interact and
communicate through their avatars, being their virtual representations. Users of second life
can explore this virtual world, socialize with other residents by participating in group
activities or creating goods or services for others. Consequently, second life provides an
online virtual community, as an open social space functions as a life simulation. However,
participation in Second Life has an age limit of 16 (Wehner et al.,2011) (Aydın, 2013, p. 54).
Communication can be done either in chat-based form or live voice chat, additionally, can be
organized one-to-one or in a group setting. The instructional context and tasks can be tailor-
made according to the learning objectives. In other words, Classrooms in Second Life can be
structured based on the needs and aims of the instructors (Wang, et al.,2009).

Virtual reality carries a high potential in language education by providing interactive

features. It is found to be helpful with language learning since it can create an authentic
learning environment, and visual and audio experiences (Chung, 2012). In this context, this
study explores the effectiveness of Second Life on ELS as a language tool. Considering that

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in recent years language research focused on integrating virtual reality into language learning,
Second Life caught attention. Consequently, there are plenty of studies in terms of its
integration into language studies, with the aim of improving learning. In the next chapter,
previous literature on the implication of Second Life as a virtual environment to English
Learning as a Foreign Language will be examined thoroughly. Following that, the result will
be categorized and visualized. In the final chapter, the findings will be discussed and
concluded.

2. Literature Review

Second Life has gained great popularity since its launch. Soon enough, educational
scholars and language teachers started to implement Second Life into their teaching program
as a virtual tool. In regard to foreign language teaching and English language studies in
particular, many studies are conducted.
One of the first studies on integrating Second Life into language courses reveals the
positive impact of the application via its highly interactive features. According to Wang and
Hsu (2009) Chinese English learners, who are trying to learn/improve their English, were
found to be able to communicate easier with native speakers using the Second Life platform
in comparison to real life. There are two main reasons pointed out in the literature for reduced
anxiety of the learners using SL. Hısmanoğlu (2012), indicates that learners that have
performance anxiety in real life might have reduced anxiety in a virtual environment, thus,
can have benefits due to reduced anxiety while in activities for English language learning. The
second reason is generally related to being motivated toward the activity. Accordingly, it is
found that the utilization of Second Life as an ELS language tool can enhance learners’
motivation, by doing so lower their anxiety, and creating positive potential attitudes toward
the learning experience (Aydın, 2013, p. 59). Moreover, other studies indicate that second life
has a positive impact on English learning, by making users gain motivation toward task
(Wehner et al., 2011), and enabling self-regulation (Blankenship, 2010) which may implicitly
reduce anxiety. Chung’s (2012) empirical study also finds that use of digital English materials
improves language achievement among undergraduate English learners via increasing
motivation and autonomy. Confirming the previous literature, Chiang et al., (2014)’ study on
the impact of 3D virtual learning environment of Second Life on the English Language
Learning among university students shows that the Second Life usage had a positive impact
on their learning achievements and motivation. They claim that long time learning requires

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motivation, which involves instrict and extrinsic goal orientation. Similarly, self-efficacy is
related to learning achievement in their study, which can be related to motivation and
reducing anxiety (Chiang et al., 2014, p.5)

In line with presented studies, Peterson (2010;2012) claims that English Language
learners use second life as a tool according to the interactionist theory. The theory suggests
that interaction is a vital component in learning language. Milton et al., (2012)’s study reveal
that Second Life has a positive impact on vocabulary learning via interaction in the platform.
Throughout the second life experience, users improve their fluency as well as their language
interaction speed. Accordingly, the Second Life also can have a positive impact on
communication and interaction between English foreign language learner (Aydın, 2013, p.
59). Through providing communication and interaction, Second Life can promote research
collaborations as well as sharing culture (Wang et al., 2011). In a recent study, benefits of
implementing Second Life in the teaching program as an English foreign language teacher
were listed as the freedom to organize interactions as tasks, whether individual or group
activities), creating content that might not be feasible in real life because of its cost etc. and
allows multiculturalism. Similarly, Liang (2011)’s study demonstrates that Second Life
creates a contextual support on foreign language play by offering competitive role-play
opportunity.

One other important element of using Second Life as an English language tool is its
virtual environment feature. In this sense, Second Life is proven to be an authentic
environment that can improve communication when used as an online learning language tool
for college students (Liou, 2012). Confirming with Liou’s (2012) findings, a study by Levak
and Son (2016) discusses what effects the use of Second Life has as a facilitation technique in
terms of learners’ listening comprehension. Among 35 university students aged from 18 to 30,
participants were required to do an interview after having training sessions using Second Life.
The study reveals that the participants were able to be in life-like situations, and rated their
experience as positive. Role-playing features of Second Life are reported to make their
learning experience more authentic (Levak & Son, 2016, pp. 13-14). Peterson (2012) also
confirms that Second Life provides a stimulating environment, where participants show
autonomy and the presence of collaborative dialogue. Silva et al., (2010)’s study also shows a
positive impact of Second Life on teacher training program and language learning, being
Second Life as a supporting environment. From an English foreign language learners’ point of

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view, Balcikanli (2012) claims that Second Life can provide an environment to share culture
for EFL learners.

On the other hand, there are studies pointing out the downsides of implementation of
Second Life in English learning process. Milton et al.,(2012) claims that Second Life has
limited capacity for providing an opportunity for vocabulary knowledge. Nevertheless, Gizel
and Aydın’s (2016) empirical study show that speaking activities within the Second Life can
be highly beneficial for its users. Other components of Second Life which identified as
negative in the previous literature are technical problems due to internet connections, update
requirements, costs or limitations of a virtual environment (Ho et al.,2009; Aydın, 2013). Age
restriction of the platform is found out to be another negative aspect of Second life, since it
brings limited usage in school groups (Barkand and Kush, 2009). Additionally, even though
there are number of studies advocating that second Life provides an authentic environment for
language learning, Balcikanli’s (2012) study reveals different results. According to his study,
ESL Students raging from lower intermediate to high intermediate found out to be having
more interaction in Second Life, nevertheless learners might does not take Second Life as an
authentic environment when it comes to interacting with native speakers. Unfamiliarity with
virtual environments such as Second Life is another identified downfall of implementing such
tool in English learning (Hısmanoğlu, 2012). Finally, only one study demonstrates negative
impact on collaborative learning among English foreign language students (Antoniadou,2011)

3. Results & Discussion

Literature review part of the paper demonstrated that several studies focused on
Second Life in terms of its effectiveness on English learning studies as a language tool. The
findings of the significant studies can be categorized as personal effects, group effects and
environmental effects. The table down below summarizes the studies discussed in the
previous section, according to those categories.

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Table I. Significant study finding on the use of Second Life

Impact Area Study Positive findings Negative findings

Wang & Hsu, 2009 Reduced anxiety
Hısmanoğlu, 2012 Unfamiliarity can make usage
hard
Individual İliç & Arıkan, 2016
Effects of Chiang et al., 2014 Increased motivation
Implementing Chung, 2012
Second Life as a Wehner et al.,2011
tool Blankenship, 2010 Increased self-regulation &
Peterson, 2012 autonomy
Chiang et al., 2014
Milton et al., 2012 Improved student interaction Poor lexical environment
Group Effects Liang, 2011 and easier communication
of Wang & Hsu, 2009
Implementing Levak & Son, 2016
Second Life as a Chen, 2014
tool Wang al., 2011 Second Life promote research
collaborations
Antoniadou, 2011 Negative impact on
collaboration
Environmental Chung, 2012 Second Life provides an
Effects of authentic and stimulating
Implementing Liou, 2012 learning environment.
Second Life as a
tool Peterson, 2012

Silva et al.,2010

Balcikanli, 2012 Environment to share culture

Barkand & Kush, Age restriction
2009
Ho et al.,2009 Can be costly, and time
consuming
Note: This table consist of the literature review done in the previous section

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 Additionally, in contrast to Milton et al., (2012)’s claims that Second Life has limited
capacity for providing an opportunity for vocabulary knowledge, Gizel and Aydın’s (2016)
empirical study shows that speaking activities within the Second Life, and even surpasses
real-life speaking classes in the speaking performance.

Graphic I - Comparison of Traditional and Second Life Speaking Activities (Post-test)

30

25

20

15

10

0
Grammar Vocabulary Intelligibility Fluency Task Achievement

Traditional Speaking Classes Second Life Speaking Classes

Note: This graphic was produced based on the findings of Guzel & Aydin, 2016, p. 244

4. Conclusion

Inefficiencies in language learning might be based on lacking application of the

language in daily life (İliç & Arıkan, 2016, p. 368). Accordingly, effectiveness of using
Second Life as an English Language Studies tool is investigated throughout this research by
carefully examining previous literature and systematically analyzing it. Findings of these
studies strongly shows that, even though there may be some problems due to virtual
environment of Second Life such as technical issues, cost, or user-based issues, Second Life
can be highly effective to implement into English learning. One of the main reasons to
implement is Second Life’s individual effects on the students. Studies prove that users gain
motivation and self-efficacy, which proven to be effective on having learning achievements in
terms of learning English in Second Life (Chiang, Yang, Huang, & Liou, 2014, p. 11).
Instructions of behavior and applications are known to be crucial stages of language learning.
(İliç & Arıkan, 2016, p. 366). In this context, when group effects of the Second Life examined

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it can be said that the platform is highly beneficial for increasing communication between
peers.

An additional benefit discussed in the literature of Second Life is the simulation

features of the platform. In this sense, playing context can be more “realistic” but allows
instructors to create variety of tasks. According to Chen (2014), the impact of the
implementation of task-based instructions can be enhanced by 3-D simulation features used in
Second Life. In this way, the platform can feel more authentic and stimulating.

Nevertheless, downsides of applying Second Life into English language studies must
not be overlooked. While many concerns directly based on the platform’s virtual environment,
some also based upon user perceptions. Such cases might indicate that Second Life may be a
good alternative for beginners or intermediate learners but may not be optimal for higher level
learners.

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5. References

Antoniadou, V. (2011). Using Activity Theory to understand the contradiction in an online

transatlantic collaboration between student-teachers of English as a foreign language.
ReCALL, 23(3), 233-251
Aydın, S. (2013, January). SECOND LIFE AS A FOREIGN LANGUAGE LEARNING
ENVIRONMENT: A Review of Research. Turkish Online Journal of Distance
Education-TOJDE, 14(1), pp. 53-63.
Barkand, J., & Kush, J. (2009). GEARS a 3D virtual learning environment and virtual social
and educational world used in online secondary school. Electronic Journal of e-
Learning, 7(3), 215-224
Balcikanli, C. (2012). Language learning in Second Life: American and Turkish students’
experiences. Turkish Online Journal of Distance Education-TOJDE, 13(2), 131-146.
Blankenship, R. J. (2010). Using virtual environments as professional development tools for
pre-service teachers seeking ESOL endorsement. ProQuest LLC, Ph.D. Dissertation,
University of South Florida
Chen, J. C. (2014). A case study on English language learners’ task-based interaction and
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Design: Principles and Practice; Proceedings of the 2014 EUROCALL Conference,
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Chiang, T. H., Yang, S., Huang, C., & Liou, H.-H. (2014). Student motivation and
achievement in learning English as a second language using Second Life. Knowledge
Management & E-Learning, 1, s. 1-17.
Chung, L.-Y. (2012). Virtual Reality in College English Curriculum: Case Study of
Integrating Second Life in Freshman English Course. International Conference on
Advanced Information Networking and Applications Workshops, (s. 250-253).
Guzel, S., & Aydin, S. (2016). The effect of second life on speaking achievement. Global
Journal of Foreign Language Teaching. Global Journal of Foreign Language Teaching,
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Hısmanoğlu, M. (2012). Integrating Second Life Into An Efl Classroom: A New Dimension In
Foreign Language Learning And Teaching. International Journal on New Trends in
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Ho, C. M. L., Rappa, N. A. & Chee, Y. S. (2009). Designing and implementing virtual
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Assisted Language Learning, 22(5), 381-408.
İliç, U., & Arıkan, Y. D. (2016, October). Analysis of Student Views on Foreign Language
Learning in Second Life Environment. Turkish Online Journal of Qualitative Inquiry
(TOJQI), 7(4), pp. 364-395.

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Levak, N., & Son, J.-B. (2016). Facilitating second language learners’ listening
comprehension with Second Life and Skype. European Association for Computer
Assisted Language Learning, pp. 1-19.
Liang, M. Y. (2011). Foreign lucidity in online role-playing games. Computer Assisted
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Liou, H. S. (2012). The roles of “Second Life” in a college computer assisted language
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Milton, James & Jonsen, Sunniva & Hirst, Steven & Lindenburn, Sharn. (2012). Foreign
language vocabulary development through activities in an online 3D environment.
Language Learning Journal. 40. 99-112. 10.1080/09571736.2012.658229.
Peterson, M. (2010). Learner participation patterns and strategy use in “Second Life”. An
exploratory case study. ReCALL, 22(3), 273-292.
Peterson, M. (2012). EFL learner collaborative interaction in Second Life. ReCALL, 24(1), s.
20-39.
Silva, K., Correia, A., & Pardo-Ballester, C. (2010). A faculty mentoring experience: Learning
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Wang, S.K. and Hsu,H.Y. (2009) “Using ADDIE model to design Second Life activities for
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Wang, C. X., Song, H., Stone, D. E. & Yan, Q. (2011). Integrating Second Life into an EFL
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Wehner, A. K., Gump, A. W., & Downey, S. (2011). The effects of Second Life on the
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