1. The effectiveness of virtual conversations in language learning among
Malaysian students By
Harmi Izzuan Bin Baharum
Alexei Tretiakov
Anuradha Mathrani

2. Overview Background of the problem Statement of the problem
Research Questions
Research Design & Methodology
Data Analysis and Results
Discussion
Implications

3. Background of the problem
English in Malaysian Society
Malaysian society is culturally diverse, involving Malay, Chinese, and Indians
The official language is Malay, but English is highly important in business
Most Malays are not sufficiently proficient in English
Many Malays reside in rural areas with poor access to learning opportunities
Dominance of Malay in civil service where many Malays are employed
Negative attitude towards learning English among Malays due to colonial history
Most adult Malays are shy and difficult to engage due to cultural reasons

4. Background of the problem
Application of MUVE in education and language learning: Suitable scaffolding environment (Roed, 2003), promote interactional and transactional strategies (Peterson, 2005), non-threating environment (Rankin et al, 2006), focusing on new vocabulary ( Peterson, 2006), useful and interesting language learning platform (2009), authentic environment for interaction (Liou, 2012) role-play (Dalgarno et al, 2016) spatial contexts (Berger et al, 2016).
Research studies are still limited both in the application of MUVE in education and language teaching with respect to measuring:
- Effectiveness
My research investigates quantitatively effectiveness of 3D MUVE in facilitating scenario-based approach.
Research focuses on one important practical problem – teaching oral business English communication skills to Malay learners.

5. English teaching paradigms and Computer assisted language learning Malaysia
New Approach - 21st Century
Integrative CALL
Constructivist
Task-based
Content-based
ESP
Business English
Socio-cognitive
Situated learning
Scenario-based learning
Multimedia & Internet
Multi-user immersive 3D environment
Authentic discourse
Malay business settings
Agency
Interaction
Negotiation
1970s-1980s:
Structural CALL
1980s-1990s:
Communicative CALL
English-teaching paradigm
Grammar-translation and audio-lingual
Communicative language teaching
View of language
Structural ( a formal structural system)
Cognitive ( a mentally constructed system)
Materials /
Technology
Textbooks, teaching modules, self-access learning materials ( cassettes and video tapes
& Chat tool
Principal use of computers
Drill and practice
Dialogue-based software with fixed response
Communicative exercises
Principal objective
Accuracy
And fluency
(adapted from Warschauer, 2000)

6. Statement of the Problem
Due to the limitations of the learning opportunities attitude & personality traits:
*Malay learners needs assistance to improve
their oral English skills.
*Malay learners need new approach within
their cultural context to encourage them to
use the language.

7. Research Questions
Is online three dimensional multi-user virtual environment effective in facilitating scenario-based approach of oral business English to Malay learners?

8. Research Design & Methodology
Design a scenario-based business English teaching course in a MUVE environment
For experiment, create in immersive MUVE environment
For control, create also a conventional (classroom) version of the course
Design and execute an experiment to evaluate the effectiveness of MUVE in facilitating SBE
A real experiment involving control to provide a valid comparison

9. Participants Malay learners University students
English for Professional Communication course
144 from 180 students volunteered in the study
To ensure validity, use a representative sample (e.g., a class including both urban and rural learners)

10. Effectiveness of the learning system
Two groups: A and B, belonging to the same English course.
Subjects are allocated to groups A and B at random.
Repeated measures design
– ensures similar experience for all subjects to minimize ethical concerns.
Measure learning gains/outcome
Group A
Group B
Evaluation 1 (E 1)
Study stage 1 ( S1)
Use the system
Do not use the system
Evaluation 2 (E 2)
Study stage 2 (S 2)
Final evaluation ( E 3)

11. Research Instruments Effectiveness Oral assessment scale
Measure learning gains.
2 raters.

12. Oral assessment scale To determine learning gains
An analytic scale-focus on the specific language features
Existing scale by Oliveira (2004) based on Bachman and Palmer’s language testing model

13. Oral assessment scale Appendix 4: Proficiency Rating Scale
Student Number 4 3 2 1
Organizing ideas
Presents information nearly everything and replies appropriately, with little need for adjustment or repetition
Presents information fairly well and usually replies appropriately, needing some repetition and/or adjustment
Presents little information and needs constant adjustment and repetitions
Presents very little information ; needs constant adjustment and repetitions
Introductions
Presenting the house from outside
Presenting the house from inside
Parting
Vocabulary
Produces the vocabulary required to carry out the task successfully
Sometimes lacks the right words, but manages to accomplish the task reasonably well
Lacks many of the right words, but manages to accomplish the task
Lacks most of the vocabulary required, which seriously harms his/her performance in the task 5
Names of rooms 6
Price of the house 7
Nature of room (large, small etc.) 8
Size of the house
Appendix 4: Proficiency Rating Scale

14. 4 3 2 1
Speech shows very few problems with word order and agreement
Speech shows few problems with word order and agreement
Speech shows several problems with word order and agreement
Speech shows constant problems with word order and agreement 9
Accuracy
Student hardly ever halts or hesitates
Student is occasionally hesitant but manages to accomplish the task
Student frequently halts and hesitates, compromising the accomplishment of the task
Student halts and hesitates, seriously compromising of the task. 10
Fluency

15. Data Analysis & Findings (Effectiveness)
Classroom Teaching
Second Life Teaching
Pair
Pre-test score
Post-test score
Difference
Mean
48.32
52.971
4.64
49.147
53.412
4.26

16. Data Analysis (Effectiveness)
Results of the T-test of the classroom teaching
Paired Differences t df
P value
Mean
Std
Deviation
95% Confidence interval of the Difference
5.87 33
3.478e-05

17. Data Interpretation Effectiveness
Finding shows that there is a significance difference between the pre-test scores and the post-test scores of the classroom teaching.
The increase at 4.64 is proven to be significant.
Therefore, the classroom teaching has been successful in increasing the oral proficiency scores of the students significantly.

18. Data Analysis Effectiveness
Results of the T-test of the Second Life teaching
Paired Differences t df
P value
Mean
Std
Deviation
95% Confidence Interval of the Difference
5.82 33
7.245e-05

19. Data Interpretation Effectiveness
Finding shows that that there is a significance difference between the pre-test scores and the post-test scores of Second Life teaching.
The increase at 4.26 is proven to be significant.
Therefore, the Second Life teaching has also been successful in increasing the oral proficiency scores of the students significantly.

20. Classroom Teaching VS Second Life Teaching
The results of the T-test between Classroom Teaching and Second Life Teaching
Unpaired t-test t df
P value
Mean
95% confidence Interval of the difference
Classroom Teaching
4. 647
0.2683 66
0.6054
Second Life
Teaching
4.264

21. Data Interpretation Effectiveness
Use T-Test comparing classroom teaching and Second Life teaching
Based on the analysis, the p-value is
Based on the P –value, there is no significance difference between classroom teaching and Second life teaching.
However, the means shows that Classroom teaching is slightly better than Second Life teaching in terms of improving oral communication skills among the students.

22. Discussion of Findings (Effectiveness)
Scenario-based approach in terms of reproducing realistic social interaction scenario support the its use in teaching of oral business English communication skills.
Scenario-based teaching can be executed in MUVE and it is as effective as in the classroom environment.

23. Implications for practice
Scenario-based teaching on MUVE can be used for teaching
Scenario-based teaching on MUVE can be used in distance learning

24. Conclusion Empirical evaluation of effectiveness
The research provided quantitative evidence to confirm the effectiveness of MUVE as an environment for scenario-based business English learning.
More broadly, the research provided, based on a quantitative empirical evaluation, support the increasingly held view that MUVE offer a platform for effective teaching and learning.