Avatar Kinect: Drama in the Virtual Classroom among L2 Learners of English

This study presents a qualitative approach to exploring classroom behaviour using dramaturgical analysis of student interactions in relation with, and as mediated through, a gesture-based gaming software among L2 learners of English at two international branch campuses in the Arabian Gulf where face-to-face interactions between unrelated members of the opposite sex are generally discouraged. We investigated whether Avatar Kinect might provide a safe way for young males and females to interact while discussing social issues in a composition course. Data were collected through personal observation and survey. Five key themes emerged from the study. First, some participants chose to perform at front stage and others chose to remain back stage. Second, front stage participants chose avatars with gender and skin colour similar to themselves. Third, all participants appeared to be engaged in the interactive role play processes and with one another. Fourth, front stage actors appeared to act without inhibition. Finally, all participants expressed frustration with technology shortcomings

Course Design Based on Students’ English Skill Cluster: A Case Study in a University Language Center

The English Proficiency Test (EPrT) is a prediction test for English as a Foreign Language (TOEFL), which is a prerequisite for graduation at XYZ University. The Language Center provides a course for EPrT preparation. The course posttest data shows that only 74% of students met the graduation prerequisites. This study aims to develop an English course design based on the students’ English skill cluster. This study uses the K-Means clustering approach to classify the students based on English skills. The respondents are 397 students who joined the EPrT preparation course in October and November 2018. The 397 students are distributed into 3 clusters, which are 174 students in cluster 1, 116 students in cluster 2, and 107 students in cluster 3. Cluster 1 consists of students with the score below average. Cluster 2 consists of students with the total score above average, but the components score is below average. Cluster 3 consists of students with pre-test total score below average, but the post-test score are above average. Therefore, the EPrT preparation course is suggested to have different levels, instead of one level as now. The course materials are designed to be suitable for students’ initial English skills at each level

Course Design Based on Students’ English Skill Cluster: A Case Study in a University Language Center

The English Proficiency Test (EPrT) is a prediction test for English as a Foreign Language (TOEFL), which is a prerequisite for graduation at XYZ University. The Language Center provides a course for EPrT preparation. The course posttest data shows that only 74% of students met the graduation prerequisites. This study aims to develop an English course design based on the students’ English skill cluster. This study uses the K-Means clustering approach to classify the students based on English skills. The respondents are 397 students who joined the EPrT preparation course in October and November 2018. The 397 students are distributed into 3 clusters, which are 174 students in cluster 1, 116 students in cluster 2, and 107 students in cluster 3. Cluster 1 consists of students with the score below average. Cluster 2 consists of students with the total score above average, but the components score is below average. Cluster 3 consists of students with pre-test total score below average, but the post-test score are above average. Therefore, the EPrT preparation course is suggested to have different levels, instead of one level as now. The course materials are designed to be suitable for students’ initial English skills at each level

The Relationship Between the Acquisition of Language Patterns and Oral Expression Skills Among Students with Learning Difficulties in the English Language During the Covid-19 Pandemic

This study aimed at identifying the relationship between the acquisition of language patterns and oral expression skills among students with learning difficulties in the English language during the Covid-19 pandemic. The study used the experimental approach and implemented the program on a sample of 84 students divided into an experimental group (n = 42) and a control group ( n = 42). The instruments of the study consisted of the training program, a test of language patterns, and a test for the evaluation of oral expressive performance. The study found the existence of a statistically significant relationship between the acquisition of language patterns and oral expression skills among students with learning difficulties in the English language

The Effect of Using a Language Games-Based Electronic Program on Acquiring Oral Expression Skills among People with Learning Difficulties in English Language during Covid-19 Pandemic

The purpose of this study was to identify the effect of using a language games-based electronic program on developing the oral expressions of people with learning difficulties in the English language during the emerging Covid-19 pandemic. The study used the experimental approach and implemented the program on a sample of 84 students, who were distributed to an experimental group (42) and a control group (42). The instruments of the study consisted of the training program and a test for the evaluation of oral expressive performance. The study found the existence of significant differences between the experimental and control groups in the acquisition of oral expression after receiving the training program in favor of the experimental group

Investigating student preferences on gesture-based interactions in a vocabulary game

There is evidence from second-language learning research that acting out vocabulary can improve learning and recall. Gesture-based language learning games have the potential to support this method of learning. A within-subjects design was used to explore student preferences for interaction styles in vocabulary games. Three types of game interaction technologies were examined: a gesture-based game in which the student points to select the vocabulary; an acting game in which the student acts out the meaning of the word to select the vocabulary; and a mouse-based game. The goal was to explore students’ interaction preferences and the reasons behind their preferences as well as issues that could occur while acting out the (abstract and concrete) vocabularies. Thirty-six participants (16 males and 20 females) aged 7–9 played each of the three games in a randomly assigned order. The play sessions were video-recorded, and students participated in a short interview and survey after playing all three games. Overall, most participants enjoyed playing the acting game, suggesting that this interaction approach could be pursued in future educational game design

Virtual Reality adoption in Indonesia higher Education from lecturer’s voice

Indonesia's development of information and communication technology has overgrown. This can be seen by users of smartphones, a variety of Indonesian blogs, facebook or other social media and internet users. Virtual Reality is one of the information and communication technologies which started to develop in Indonesia. For this study the exploratory design approach was used to investigate the perceptions of lecturers regarding the teaching and learning adoption of VR with some indicators the benefits, ease of use, Challenges to the Adoption and skill of VR, that VR has the potential to enrich with interactive simulations and stunning visuals that immerse students in authentic learning experiences also it can push the boundaries of the traditional classroom to be engaging, creative, and responsive to the needs of the student