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environments which are genuinely engaging and
involving. It is also clear that these are still early
days in the exploitation of MUVEs for education
in general. In fact, it is possibly not even accurate
to suggest that their usage is the early adopter
stage. Zemsky and Massy (2004), in their analy-
sis of 'stages of technology adoption', point out
that for a technology to move from 'innovator' to
'early adopter' status, a 'dominant paradigm' must
emerge. This has arguably not yet occurred for
the exploitation of MUVEs in the areas of overall
implementation model and teacher training. If this
is the case then, materials design, which depends
on these, is still also in a state of flux.
What we can say though is that, just as many
face-to-face teaching methodologies can be
transferred and or adapted to MUVEs, so many
of the elements of successful task design as it is
currently understood, also apply to MUVEs. The
extent to which we take advantage of the range
of what MUVEs have to offer will depend on a
range of factors:
American Council on the Teaching of Foreign
Languages (ACTFL). -Retrieved from http://www.
actfl.org (accessed 10 May 2009)
Atkinson, R. K. (2002). Optimizing learning from
examples using animated pedagogical agents.
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, 416-427.
doi:10.1037/0022-0663.94.2.416
Beauvois, M. (1992). Computer-Assisted
Classroom Discussion in the Foreign Language
Classroom: Conversation in Slow Motion.
Foreign Language Annals
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Beetham, H., & Sharpe, R. (2007).
Rethinking
Pedagogy for a Digital Age
. Oxford, UK: Rout-
ledge.
Blake, R. (2005). Bimodal CMC: The glue of
language learning at a distance.
CALICO Journal
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22
(3), 497.
Campbell, A. (2003).
Foreign language exchange
in a virtual world: An intercultural Task-based
Learning event.
Unpublished paper written in
partial fulfillment of an MEd in e-Learning at
the University of Sheffield, U.K. Retrieved from:
http://e-poche.net/files/flevw.html (accessed 15
April 2009)
•
The fit between the MUVE element and an
existing face to face or online component
•
The expectations and skill levels of the
teachers and students
•
The course objectives
•
The extent to which teachers and stu-
dents are willing and prepared to learn
autonomously
Canadian Language Benchmarks. Retrieved from
- http://www.language.ca (accessed 10 May 2009)
•
Cultural appropriateness
•
Monolingual vs. multilingual groups
Canale, M., & Swain, M. (1980). Theoretical bases
of communicative approaches to second-language
teaching and testing.
Applied Linguistics
,
1
, 1-47.
doi:10.1093/applin/1.1.1
There is an important proviso: not only does
task design have to take account of language
learning theory, it also has to accommodate is-
sues involved in using MUVE technology. If this
stringent set of conditions can be met, we are
confident that MUVEs can meet the needs of real
life learners in a real life learning environment in
meaningful ways which we are only beginning
to discover.
Cassell, J., Bickmore, T., Vilhjalmsson, H., &
Yan, H. (2001). More than Just a Pretty Face:
Conversational Protocols and the Affordances
of Embodiment.
Knowledge-Based Systems
,
14
,
55-64. doi:10.1016/S0950-7051(00)00102-7
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