Effectiveness of Second Life virtual Learning Environment for Language Training in Hospitality and Tourism

Authors

  • Nguyen Ngoc Vu Hoa Sen University
  • Vo Thuy Linh Sai Gon University, Vietnam
  • Nguyen Thi Thu Van Sai Gon University, Vietnam
  • Nguyen Thi Hong Lien Hoa Sen University, Vietnam

DOI:

https://doi.org/10.2991/assehr.k.210226.003

Keywords:

Virtual learning, SL, language education, hospitality, tourism, ESP

Abstract

Virtual Learning Environment (VLE) systems have been widely used in higher education as an effective e-learning platform. With its large user community and virtual facilities in various disciplines, including education, recreation, tourism, business, etc. Second Life (SL) has become one of the most dominant VLE systems for hospitality and tourism training. With better student devices and a faster internet connection, language education in Vietnam recently saw soaring interest in using SL for training, especially in an ESP area like English for hospitality and tourism. However, there is still very little research on the effectiveness of SL VLE for language training in hospitality and tourism. This fifteen-week quasi-experimental study was conducted on two classes (n = 81) in order to investigate the effectiveness of SL VLE for language training in hospitality and tourism with a focus on speaking skills. The instruments included English speaking tests, an attitudinal questionnaire, and a semi-structured interview. The findings of the study indicated that language training activities in SL positively contributed to students' language proficiency progress. Besides, students have positive perceptions about the use of SL VLE in their training. It is recommended that language training programs in hospitality and tourism make more substantial use of virtual restaurants, hotels, resorts, and entertainment places in SL to enrich students' learning experience. Hospitality and tourism training institutions should spend resources on formal SL VLE training for teachers and students and build their SL facilities.

Author Biographies

Nguyen Ngoc Vu, Hoa Sen University

Associate Professor Dr. Nguyen Ngoc Vu is a Vice-President, Hoa Sen University, Vietnam, and Chairman of STESOL founded by the Association of Vietnam Universities and Colleges. With training experience from more than 25 countries, his main expertise is building digital transformation competency and providing consultation services to higher education institutions and businesses across Vietnam. He won the Vietnam Technology Innovation Award in 2012 and was recognized as a Microsoft Innovative Educator (MIE) Master Trainer in 2014.

Vo Thuy Linh, Sai Gon University, Vietnam

Vo Thuy Linh is a lecturer at Sai Gon University. She is also a Ph.D. Candidate at Hue University, Vietnam. Her research interests are including mobile-learning and technology anhanced language teaching.

Nguyen Thi Thu Van, Sai Gon University, Vietnam

Nguyen Thi Thu Van is lecturer of English at Saigon University, Vietnam. Her research interests
include English phonetics and phonology, language teaching methodology and educational
technology.

Nguyen Thi Hong Lien, Hoa Sen University, Vietnam

Nguyen Thi Hong Lien is lecturer of English at Hoasen University, Vietnam. Her research interests
include teaching language skills, business English and computer assisted language learning.

References

M. Barak, Are digital natives open to change? Examining flexible thinking and resistance to change, Comput. Educ. 121 (2018) 115–123.

M.Z.C. Had and R.A. Rashid, A review of digital skills of Malaysian English language teachers, Int. J. Emerg. Technol. Learn. 14 (2) (2019) 139–145.

H.Y. Wang, L. Sigerson, and C. Cheng, Digital Nativity and Information Technology Addiction: Age cohort versus individual difference approaches, Comput. Human Behav. 90 (2019) 1–9.

T. Judd, The rise and fall (?) of the digital natives, Australas. J. Educ. Technol. 34 (5) (2018) 99–119.

K. Daniels et al., Learning, and Teaching in Higher Education, Edward Elgar Publishing, (2019).

S. Subhash and E.A. Cudney, Gamified learning in higher education: A systematic review of the literature, Comput. Human Behav. 87 (2018) 192–206.

W.A.R.W.M. Isa et al., 3D virtual learning environment, Int. J. Eng. Adv. Technol. 8 (6 Special Issue 3) (2019) 89–96.

N. Holmes, Engaging with assessment: Increasing student engagement through continuous assessment, Act. Learn. High. Educ. 19 (1) (2018) 23–34.

I. Doumanis et al., The impact of multimodal collaborative virtual environments on learning: A gamified online debate, Comput. Educ. 130 (2019) 121–138.

C. Girvan and T. Savage, Virtual worlds: A new environment for constructionist learning, Comput. Human Behav. 99 (2019) 396–414.

C. Sternig, M. Spitzer, and M. Ebner, Learning in a virtual environment: Implementation and evaluation of a VR math-game, in Virtual Augment. Real. Concepts, Methodol. Tools, Appl., (2018): pp. 1288–1312.

E. Langbeheim and S.T. Levy, Diving into the particle model: Examining the affordances of a single user participatory simulation, Comput. Educ. 139 (2019) 65–80.

W. Xing et al., The effects of transformative and non-transformative discourse on individual performance in collaborative-inquiry learning, Comput. Human Behav. 98 (2019) 267–276.

F.B. Topu and Y. Goktas, The effects of guided-unguided learning in 3d virtual environment on students’ engagement and achievement, Comput. Human Behav. 92 (2019) 1–10.

D. Cudeiro et al., Capture, learning, and synthesis of 3D speaking styles, in Proc. IEEE Comput. Soc. Conf. Comput. Vis. Pattern Recognit., (2019): pp. 10093–10103.

U. Gulec et al., A 3D virtual environment for training soccer referees, Comput. Stand. Interfaces 64 (2019) 1–10.

J. Abdullah, W.N. Mohd-Isa, and M.A. Samsudin, Virtual reality to improve group work skill and self-directed learning in problem-based learning narratives, Virtual Real. 23 (4) (2019) 461–471.

C. Carbonell-Carrera and J.L. Saorin, Virtual learning environments to enhance spatial orientation, Eurasia J. Math. Sci. Technol. Educ. 14 (3) (2018) 709–719.

D. Wang, Gamified learning through unity 3D in visualizing environments, Neural Comput. Appl. 29 (5) (2018) 1399–1404.

R. Phungsuk, C. Viriyavejakul, and T. Ratanaolarn, Development of a problem-based learning model via a virtual learning environment, Kasetsart J. Soc. Sci. 38 (3) (2017) 297–306.

Y.J. Lan, I.Y.T. Hsiao, and M.F. Shih, Effective learning design of game-based 3D virtual language learning environments for special education students, Educ. Technol. Soc. 21 (3) (2018) 213–227.

D. Viktoria et al., Virtual and Augmented Reality in Language Acquisition, in (2018).

A.M. De Jesus Ferreira Nobre, Multimedia technologies and online task-based foreign language teaching-learning, Tuning J. High. Educ. 5 (2) (2018) 75–97.

S. Canto, K. Jauregi, and H. Van Den Bergh, Integrating cross-cultural interaction through video-communication and virtual worlds in foreign language teaching programs: Is there an added value?, ReCALL 25 (1) (2013) 105–121.

J.C.C. Chen, The crossroads of English language learners, task-based instruction, and 3D multi-user virtual learning in Second Life, Comput. Educ. 102 (2016) 152–171.

J. Legault et al., Immersive Virtual Reality as an Effective Tool for Second Language Vocabulary Learning, Languages 4 (1) (2019) 13.

B.P. Hung, V. Truong, and N.V. Nguyen, Students' responses to CL-based teaching of English prepositions, Edit. Arastirmalari - Eurasian J. Educ. Res. 2018 (73) (2018) 41–58.

C.V. Huy, N.T. Luong, and N.N. Vu, Blended learning in badminton training for professionals: students’ perceptions and performance impacts, Eur. J. Phys. Educ. Sport Sci. 6 (6) (2020) 28–36.

J.C.C. Chen, The interplay of tasks, strategies and negotiations in Second Life, Comput. Assist. Lang. Learn. 31 (8) (2018) 960–986.

G. Wadley and M.R. Gibbs, Speaking in Character: Voice Communication in Virtual Worlds, in W. Bainbridge (Ed.), Online Worlds Converg. Real Virtual. Human-Computer Interact. Ser., Springer, London, (2010): pp. 187–200.

C.R. Wigham and T. Chanier, A study of verbal and nonverbal communication in Second Life-the ARCHI21 experience, ReCALL 25 (1) (2013) 63–84.

M. Berger, A.H. Jucker, and M.A. Locher, Interaction and space in the virtual world of Second Life, J. Pragmat. 101 (2016) 83–100.

F.C. Saunders and A.W. Gale, Digital or didactic: Using learning technology to confront the challenge of large cohort teaching, Br. J. Educ. Technol. 43 (6) (2012) 847–858.

M. Bouton et al., Cooperation-Aware Reinforcement Learning for Merging in Dense Traffic, in 2019 IEEE Intell. Transp. Syst. Conf. ITSC 2019, (2019): pp. 3441–3447.

L. van Lier, The Ecology of Language Learning and Sociocultural Theory, in Encycl. Lang. Educ., (2008): pp. 2949–2961.

E.F. Wolff, Virtual Tutoring Pilot Program: Questions and Considerations for the Future, J. Online Learn. Teach. 5 (2) (2009) 325–341.

S. Jackson and C. Fearon, Exploring the role and influence of expectations in achieving VLE benefit success, Br. J. Educ. Technol. 45 (2) (2014) 245–259.

Downloads

Published

2021-01-22

How to Cite

Nguyen, N. V., Vo, T. L., Nguyen, T. T. V., & Nguyen, T. H. L. (2021). Effectiveness of Second Life virtual Learning Environment for Language Training in Hospitality and Tourism. Proceedings of the AsiaCALL International Conference - Atlantis Press, 533(978-94-6239-343-1), 19–28. https://doi.org/10.2991/assehr.k.210226.003