Dissertation Highlights Cutting Edge Research by Recent Doctoral Graduates in the Florida International University College of Education

The population of English Language Learners (ELLs) globally has been increasing substantially every year. In the United States alone, adult ELLs are the fastest growing portion of learners in adult education programs (Yang, 2005). There is a significant need to improve the teaching of English to ELLs in the United States and other English-speaking dominant countries. However, for many ELLs, speaking, especially to Native English Speakers (NESs), causes considerable language anxiety, which in turn plays a vital role in hindering their language development and academic progress (Pichette, 2009; Woodrow, 2006). Task-based Language Teaching (TBLT), such as simulation activities, has long been viewed as an effective approach for second-language development. The current advances in technology and rapid emergence of Multi-User Virtual Environments (MUVEs) have provided an opportunity for educators to consider conducting simulations online for ELLs to practice speaking English to NESs. Yet to date, empirical research on the effects of MUVEs on ELLs’ language development and speaking is limited (GarciaRuiz, Edwards, & Aquino-Santos, 2007). This study used a true experimental treatment control group repeated measures design to compare the perceived speaking anxiety levels (as measured by an anxiety scale administered per simulation activity) of 11 ELLs (5 in the control group, 6 in the experimental group) when speaking to Native English Speakers (NESs) during 10 simulation activities. Simulations in the control group were done face-to-face, while those in the experimental group were done in the MUVE of Second Life. The results of the repeated measures ANOVA revealed after the Huynh-Feldt epsilon correction, demonstrated for both groups a significant decrease in anxiety levels over time from the first simulation to the tenth and final simulation. When comparing the two groups, the results revealed a statistically significant difference, with the experimental group demonstrating a greater anxiety reduction. This suggests that language instructors should consider including face-to-face and MUVE simulations, with ELLs paired with NESs, as part of their language instruction. Future investigations should investigate the use of other multi-user virtual environments and/or measure other dimensions of the ELL/NES interactions. Implications for Practice Results from this study have important implications for conducting simulations with native English speakers in both face-to-face and in MUVEs. The current study found that simulations conducted face-to face and in a MUVE had overall positive effects on adult ELLs’ reported speaking anxiety. Simulations conducted faceto-face have implications for practice in English language pedagogy. First, the results suggest that language instructors consider using simulations as part of their language classroom. Due to its flexible adaptation, it is recommended that simulations be used to extend or supplement language activities. Second, language instructors should consider pairing their ELLs with NESs in dyads, as ELL participants in this study expressed their satisfaction in the simulation activities. Third, based on the feedback given by ELL participants from the face-to-face group, language instructors should consider choosing topics that students can relate to personally, e.g. talking about their country, their interests, or their future plans.