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MOOs and Language
Learning
Description: A sheep is standing in a field saying, "MAA", while a cow,
in the same field, says, "MOO".
Introduction
There is a long history in foreign language learning and teaching of using asynchronous
means of communication with native and/or non-native speakers of the target
language. Such communication requires learners to correspond with
penpals and, more recently, keypals.
Such exchanges can be between individuals or may make up a tandem
mail exchange between specific groups of learners.
Synchronous communication
between language learners is now possible, using either 'chat' programs
such as Internet Relay Chat [IRC] or MOO.
Here, we briefly introduce and examine the advantages of using MOO for
language learning.
What is a MOO?
A MOO is a database with the following features:
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users communicate with each other solely via text
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it is extensible from within - users shape and extend the MOO dynamically
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users can communicate with other users in real time and interact
with the environment
Why should language learners MOO?
MOO offers both synchronous and asynchronous communications tools and allows
learners to develop both reflective/metacognitive and cognitive learning
strategies whilst empowering them to manage their own learning and socialisation
processes.
Promoting reflective/metacognitive learning strategies
Learners can
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read and study logs later, reflecting
in terms of vocabulary, structures and content.
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finish a comment/post without interruption. Earlier comments can
be accessed by scrolling back (depending on the size of the buffer), thus
enabling learners to consider their responses, even in a synchronous environment.
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look up vocabulary items without interrupting the flow of discourse using
tools such as online dictionaries. In face-to-face interaction, dictionary
consultation would probably halt conversation while the item was sought;
in synchronous, text-based environments, this does not happen, since users
become adept at managing multi-threaded discussions (and, as noted above,
can always scroll up the screen if they miss a comment).
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engage in multi-threaded discussions. This lends itself to the possibility
of using metacognitive strategies in real-time: while participating in
multiple discussions is usually not possible in real-time, it can easily
be done in a MOO Other users can be consulted for clarification or elaboration
of points during discussions without interrupting the main flow of the
group's discussion. It is possible to carry on a related, but separate,
discussion with others in the same virtual space or with others in a different
virtual space about a discussion being had with others in a third virtual
space. Logging then provides meta-meta-cognitive opportunities, ad infinitum.
Developing Cognitive Strategies
Although discussions in text-based MOO tend to be slower than in face-to-face
encounters, allowing learners more time to reflect on their contributions
than if they were speaking to others, synchronous, text-based communication
does require realtime responses, "thus providing them [learners] with instantaneous
impetus to be understood in a written format, without relying on non-verbal
crutches." (Jeney 1997).
Learners also have to be able to choose and recognise registers appropriate
to the context, since they encounter many different users with MOO, ranging
from academics and professional people to other learners and students who
are native speakers of the target language.
Learner empowerment
The greatest appeal of MOO is the endless variety of human
response and the social nature of the learning experiences
Turbee 1996
MOO empowers and socialises learners on several levels:
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The relative anonymity of the medium - players can adopt whatever persona
they wish - allows shyer learners to contribute on an equal footing with
their more extrovert peers. Indeed, shy learners often report feeling
more able to contribute than in a face-to-face situation - they are more
prepared to take risks in such a relatively safe environment:
It [MOO] provides users with nearly complete anonymity (only
the MOO owners - wizards - can see where they're connected from in most
MOOs), which makes it easier for shy users to try unfamiliar linguistic
forms.
Turbee (ref cit)
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No learner can be 'shouted down' because all contributions appear on screen
in a linear fashion. Of course, contributions can be ignored by others.
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No one can 'dominate' a discussion. Long 'speeches' take time to
enter via text, so exchanges tend to comprise short entries.. In
this way, learners are encouraged to reflect on their contribution before
making it.
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Hearing impaired learners can "hear" and participate fully in the entire
discussion experiences" (Jeney ref cit). Visually impaired learners
can also participate fully by using screen readers.
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The availability of MOO 24 hours a day, 7 days a week makes chance encounters
with other users more likely, offering increased opportunities to practise
the target language.
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The permanent nature of the MOO environment means that users can always
interact with that in the absence of other users - most educational MOOs
have online games such as Scrabble, Boggle and so on, as well as problem-solving
activities such as treasure hunts and mazes.
What can a language learner do in a MOO?
In summary, language learners can use MOO to:
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Interact with other learners and native speakers of the target language
as well as with the MOO environment
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Develop writing skills by "building" their own areas of the MOO
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Collaborate with other users to extend and develop the MOO
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Participate in MOO-based projects with other learners
And so on...
The only limit on what can be done in a MOO resides in the imaginations
of learners!
Concluding remarks
In terms of the features of MOO which have been described
here and the activities which can be carried out within such a virtual
learning environment, the measurable proof of the power of MOO-based communication
resides in the way in which learners are empowered to take charge of their
own learning, to choose when, how, what and why they learn the foreign
language. It is not, after all, a matter of using the technology,
in the sense of what the Internet offers us but, rather, with how we, as
learners, decide to move forward in our understandings with each other
that sets our learning agenda.
Glossary
asynchronous communication
means that learners do not communicate in real time. Rather, they
send messages to each other either by snail
or email, and collect messages at a time convenient to themselves.
They do not have to be available when the message arrives.
keypal is the name
given to a penpal who communicates via electronic mail using the keyboard
logs or records may be
made of any discussion in which a learner participates within a MOO.
However, such recording should only be carried out with the express permission
of all those involved in the exchange. It is bad practice
and unethical to make surreptitious recordings of MOO-based discussions,
in the same way as it is unethical to make tape-recordings without the
permission of all participants.
MOO stands for "Multi
User Domain - Object Oriented" and is a type of MUD [Multi-User Domain/Dungeon]
which allows synchronous communication between many users simultaneously.
snail mail is mail
sent by non-electronic means
synchronous communication
occurs when learners communicate in real time, either in a face-to-face
situation, on the telephone or using the Internet.
tandem brings together
groups of learners who are native speakers of each others’ target language
and is based on clearly-described principles concerning:
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reciprocity - each learner must benefit equally from the partnership
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bilingualism - the same amount of the first and target language
should be used
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learner autonomy - each learner is responsible both for her/his
own learning and for ".. making the partnership as rich and beneficial
to each partner as possible..." (Schwienhorst 1997).
Some References
NB: Please refer to the Introduction to MOO site for a more
comprehensive reference section.
Davies, L.B., L.Shield & M.J.Weininger, Collaborative MOO Project
Available at: http://halley.yadata.com.br/schMOOze/
Jeney, C., 1997, Chat! Synchronous Computer Mediated Communications
Available at: http://www.public.asu..edu/~starbuck/chat.htm
Schwienhorst, K., 1997, Talking on the MOO: Learner autonomy and language
learning in tandem. Paper presented
at the CALLMOO: Enhancing Language Learning Through Internet Technologies,
Bergen, Norway.
Available at: http://www.tcd.ie/CLCS/assistants/kschwien/Publications/CALLMOOtalk.htm
Shield, L. & M.J.Weininger (with M.Kötter), 1999, Introduction
to MOO
Available at: http://www.well..ac.uk/teacher/wellclas/moo/moo.htm
or http://halley.yadata.com.br/schMOOze/MOOintro/
Turbee, L., 1996, MOOing in a Foreign Language: how why and who? Paper
presented at the Information Technology Education Connection's International
Virtual Conference/Exhibition on Schooling and the Information Superhighway
Available at: http://web.syr.edu/~lmturbee/itechtm.html
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