Social Presence Functions in Task-Based Language Activities in a Virtual Classroom in Second Life

Date

2017-01-01

Author

Akayoğlu, Sedat
Seferoğlu, Gölge

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As the developments occurred in terms of technology, new tools and platforms started to be used in classroom settings. However, there is a need for discourse analysis of these tools and environments in order to better understand the flow of communication. This study aimed at determining discourse patterns in terms of social presence observed in a course carried out in a 3D environment, Second Life. At the end of the study, it was found that the most frequently used social presence functions were expression of emotions, vocatives and asking questions respectively; the least frequently used social presence functions were phatics and salutations, referring explicitly to the others’ messages and quoting from others’ messages. The findings of this study were found to be in parallel with the literature. This study might be helpful for researchers, educators and students in order to better understand the contexts created in 3D virtual worlds.

URI

https://www.igi-global.com/book/multiculturalism-technology-enhanced-language-learning/167457
https://hdl.handle.net/11511/77843

Relation

Multiculturalism and Technology-Enhanced Language Learning

Collections

Department of Foreign Language Education, Book / Book chapter

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Citation Formats

S. Akayoğlu and G. Seferoğlu, Social Presence Functions in Task-Based Language Activities in a Virtual Classroom in Second Life. 2017, p. 198.