在虛擬情境中之外語協同學習任務設計 – 以Second Life為例

Though French is one of the widely used languages globally, the learning environment provided for students to learn it in Taiwan has been comparatively insufficient. As language acquisition needs to occur in a natural setting, it is of vital importance that a proper natural setting be provided to language learners. The study hence aims to observe the collaborative learning model students adopted in task-based learning process in a 3D setting, and its impacts on the results and reactions of French language learners due to different learning models adopted. The subjects of this study are French learning students of a private university in Taiwan. These students were asked to engage themselves in the platform of Second Life (SL), known for its rich virtual settings, through the form of group tasks that included scripts writing and video shooting for French learning. The outcome and final performance were evaluated and observed by questionnaires, video shooting on SL, conversation records, and interviews to understand collaborative models adopted by students and the learning efficacy. The study indicates that the learning models students adopted can be divided into three types: context-inclusive collaboration (CICO), context-exclusive collaboration (CECO), and context-exclusive centralization (CECE). When compared students’ learning efficacy, CICO was the most effective, CECO is the second, and CECE was the least effective. We can infer from the study that context-based learning has positive impacts on students' speaking capability and other aspects of learning performance, and at the same time facilitates the effects of collaboration for students. Besides, when it comes to students’ feedbacks, “context-based learning” and “collaboration” are considered as positive factors (benefits), while the time pressure and operation problems are considered as negative factors (effective) for French learning on SL.