Οι τρισδιάστατοι εικονικοί κόσμοι στη διδασκαλία της αγγλικής ως δεύτερης/ξένης γλώσσας: το μάθημα της γεωγραφίας μέσω της μεθόδου CLIL
Living and learning in the 21st century is marked by the development of media literacy education on the instructional approaches and pedagogy. The World Wide Web (WWW) and educational technology teaching methods have certainly invigorated today’s classroom and have delivered instant communication am...
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| Summary: | Living and learning in the 21st century is marked by the development of media literacy education on the instructional approaches and pedagogy. The World Wide Web (WWW) and educational technology teaching methods have certainly invigorated today’s classroom and have delivered instant communication among educators and students. Furthermore, easy accesses to computers, research tools, and social media have paved a new path towards educational innovation. Simultaneously, English language is inevitably used as a lingua franca for communication purposes. Towards this end, various instructional methods and approaches have prevailed in the educational arena, some more effective or popular than others. The present study presents the results of a pilot implementation of the Content and Language Integrated Learning in OpenSimulator Project-CLILiOP. CLIL together with constructivism provided the theoretical framework upon which the project was based. A multi-user virtual environment was developed using Opensimulator, which entailed a virtual tour of the students’ avatars on an island where they collected and exchanged information in the English language regarding geographical landforms, biomes and longitude-latitude concepts. The project's total duration was ten weeks. A total of sixty-three students participated in the study, divided into three groups; one used the application, the second was taught the same cognitive material using a conventional teaching method, but still under the scope of CLIL, while the third was conventionally taught. Results indicate that the learning outcomes of CLILiOP were statistically significant better compared to the other two teaching methods, but also underline the need to further investigate the uses of 3D virtual environments in second language learning. |
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