The Integration of MUVEs into an EFL Classroom

The rapid evolution of technologies has afforded the teachers the opportunity to integrate virtual worlds into an EFL language learning platform. MUVEs (multi-user virtual environments) provide learners with various learning experiences by providing learners with a convenient, practical and reliable learning platform and experiences.  However, some of these experiences are sometimes difficult to offer in the real world because of the distance, cost, time or impracticality. This is particularly essential for ESL language learning and instruction, as ESL students typically do not have the opportunity to enjoy authentic social and cultural presences in traditional classrooms. However, before designing EFL programs and integrating virtual words as a way to solve the language learning problem caused by a lack of authentic learning environments, it is essential to analyse and take into consideration factors such as the needs of learners, culture, basic and technological competencies and so on.

Moreover, it is also essential to take into consideration what the teacher wants the learners to gain: 'input' and produce: 'output'. For instance, if the teacher aims to provide the learners with a more vibrant cultural and social experience, in this case, Second Life (SL) can be a good choice for integration into the classroom. Namely, as an EFL learning platform, Second Life (SL) can link students and universities across spatial, temporal and cultural barriers and provide a richer cultural and social experience for EFL students.  From a teacher perspective, it also affords authentic opportunities to learn about and practice teaching EFL students. 

Furthermore, SL also compiles visual and immersive components, synchronous interactions, and opportunities to practice and perform in the language in the ways that the traditional classroom setting does not allow. Furthermore, with broad access to native speaking communities, SL affords the potential to address ‘‘five C’s: Culture, Communication, Communities, Connections and  Comparisons (National Standards for Foreign Language Education created by the American Council on the Teaching of Foreign Languages, ACTFL 2011). Thus, if the teacher aims to boost learners speaking skills, overcome cultural barriers and to address ''five C's'', the use of SL can be justified pedagogically.

  On the other hand, Minecraft is much more than a simple game; it is an activity that the players want to talk about and explore the possibilities for finding new information from multiple sources:  research from online resources, ask for assistance from someone else in the classroom or use the game chat. Furthermore, it provides the learners with multiple contexts, by bridging the gap between novice and experts.  In other words, it opens up unique opportunities for collaboration between less and more experienced gamers and language users by allowing participants to learn from each other. Namely, it can be considered as a differentiated virtual classroom, that responds to students various levels and interests.

Thus, the feasibility of any game or technology into the EFL language learning platform can be pedagogically justified if the teacher can find the synergy between the integration of virtual worlds and pedagogy. Furthermore, teachers, by designing and teaching programs in the virtual world, give the students the opportunity to understand how they, as learners can create and explore within a game environment and how they, as a community can bring their experiences together as a shared narrative.