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Turkish Foreign Language Learners’ Roles and Outputs: Introducing an Innovation and Role-Playing in Second Life

Year 2017, Volume: 8 Issue: 3, 280 - 302, 14.07.2017

Cigdem Ozbek İrem Comoglu Bahar Baran

Abstract

This study aims to design of the two activities “introducing an innovation” and “role playing”
in Second Life (SL) and to evaluate qualitatively Turkish foreign language learner’s roles and
outputs before, while, and after the implementation of the activities. The study used
community of inquiry model consisting of cognitive presence and social presence as a
theoretical frame to discuss the roles and outputs. The participants were twelve students
and two English teachers from two different high schools. Teaching and learning in SL took
six weeks. The first activity “introducing an innovation” let students develop an innovation
and introduce it in English at a congress hall. The second activity “role playing” had four
different scenarios in which students would be involved in; travel agency, get permission
from family to go out, restaurant, and renting a car. It was found that the two activities in
Second Life had various requirements in terms of the teacher, the student and the social
environment and that they differed in pre-activity, while-activity and post-activity phases in
terms of outputs. When the learning contexts created in this study are considered in terms
of cognitive presence, the outcomes of the interaction effect between the teacher, the
student, and the social environment were higher in the role-playing activity than in the
second activity. Written preparations done before the activity in both teaching activities
had positive effects on students’ performance during the activity. The fact that students
responded to the questions spontaneously without following the scenario and that they
found the correct answer through discussion affected their cognitive presence positively.
For social presence, the role-play activity resulted in highersocial presence than introducing
an innovation since the students studied individually in the introduction of an innovation.

Keywords

Language education Technology in foreign language learning Community of inquiry Second Life Role playing

References

  • Annetta, L. A. & Holmes, S. (2006). Creating presence and community in a synchronous virtual learning environment using avatars. International Journal of Instructional Technology and Distance Learning, 3(8), 27-43.
  • Baran, E. & Bilici, S. C. (2015). A Review of the research on technological pedagogical content knowledge: The case of Turkey. Hacettepe University Journal of Education, 30(1), 15-32.
  • Berns, A., Gonzalez-Pardo, A., & Camacho, D. (2013). Game-like language learning in 3-D virtual environments. Computers & Education, 60(1), 210-220.
  • Bilici, S. C. & Baran, E. (2015). The investigation of science teachers’ self-efficacy toward technological pedagogical content knowledge: A longitudinal study. Journal of Gazi Faculty of Education, 35(2), 285-306.
  • Burgess, M. L., Slate, J. R., Rojas-LeBouef, A., & LaPrairie, K. (2010). Teaching and learning in Second Life: Using the Community of Inquiry (CoI) model to support online instruction with graduate students in instructional technology. The Internet and Higher Education, 13(1), 84-88.
  • Can, E. & Can, C. I. (2014). Turkiye’de ikinci yabanci dil ogretiminde karsilasilan sorunlar [Problems Encountered in Second Foreign Language Teaching in Turkey]. Trakya University Journal of Education, 4(2), 43-63.
  • Clark, R. E. (1994). Media and method. Educational Technology. Research & Development 42(3), 7-10.
  • Cooke-Plagwitz, J. (2008). New directions in CALL: An objective introduction to Second Life. CALICO Journal, 25(3), 547–557.
  • Czepielewski, S. (2011). The virtual world of second life in foreign language learning. In S. Czepielewski (Ed.), Learning a language in virtual worlds (pp.15-24). Warsaw: Warsaw Academy of Computer Science.
  • Dewey, J. (1998). Experience and education. New York: Kappa Delta Pi.
  • Dieterle, E. (2009). Multi-User virtual environments for teaching and learning. In M. Pagani (Ed.), Encyclopedia of multimedia technology and networking (2nd ed.) (pp. 1033-1041). Hershey, PA: Information Science Reference. doi:10.4018/978-1-60566-014-1.ch139
  • Donato, R. & McCormick, D. (1994). A sociocultural perspective on language learning strategies: The role of mediation. The Modern Language Journal, 78(4), 453-464.
  • Fraenkel, J. R. & Wallen, N. E. (2001). How to design and evaluate research in education. Mahwah, NJ: Lawrence Erlbaum.
  • Fynn, F. & Wigham, C. R. (2011). The" VoiceForum" Platform for Spoken Interaction. Proceedings of the European Association for Computer-Assisted Language Learning (EuroCALL) Annual Conference (pp.55-58). Nottingham, UK.
  • Gao, F., Noh, J.J., & Koehler, M.J. (2009). Comparing role-playing activities in Second Life and face-to-face environments. Journal of Interactive Learning Research, 20(4), 423-443.
  • García-Carbonell, A., Rising, B., Montero, B., & Watts, F. (2001). Simulation/gaming and the acquisition of communicative competence in another language. Simulation & Gaming, 32(4), 481-491.
  • Garrido-Inigo, P. & Rodríguez-Moreno, F. (2015). The reality of virtual worlds: Pros and cons of their application to foreign language teaching. Interactive Learning Environments, 23(4), 453-470.
  • Garrison, D. R. (2007). Online community of inquiry review: Social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks, 11(1), 61-72. Garrison, D. R. & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American Journal of Distance Education, 19(3), 133-148.
  • Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment. The Internet and Higher Education, 2(2), 87-105.
  • Grant, S. & Huang, H. (2010). The integration of an online 3D virtual learning environment into formal classroom-based undergraduate Chinese language and culture curriculum. Journal of Technology and Chinese Language Teaching, 1(1), 2-13.
  • Gregory, S. & Masters, Y. (2012). Real thinking with virtual hats: A role- playing activity for preservice teachers in Second Life. Australasian Journal of Educational Technology, 28 (special issue 3), 420-440.
  • Ibáñez, M. B., García, J. J., Galan, S., Maroto, D., Morillo, D., & Kloos, C. D. (2011). Design and implementation of a 3D multi-user virtual world for language learning. Journal of Educational Technology & Society, 14(4), 2-10. Jauregi, K., Canto, S., de Graaff, R., Koenraad, T., & Moonen, M. (2011). Verbal interaction in
  • Second Life: towards a pedagogic framework for task design. Computer Assisted Language Learning, 24(1), 77-101.
  • Kamali, T. (2012): Students’ experiences and perceptions of anxiety, motivation, and selfconfidence in speaking English during task-based language learning activities in Second Life: The case of METU (Unpublished master’s thesis). Middle East Technical University, Ankara, Turkey.
  • Knupfer, N. N. & McLellan, H. (1996). Descriptive research methodologies. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp.1196- 1212). New York: Macmillan.
  • Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford, UK: Pergamon.
  • Kurt, G., Akyel, A., Kocoglu, Z., & Mishra, P. (2014). TPACK in practice: A qualitative study on technology integrated lesson planning and implementation of Turkish pre-service teachers of English. ELT Research Journal, 3(3), 153-166.
  • Lantolf, J. P. & Thorne, S. L. (2006). Sociocultural theory and the genesis of L2 development. Oxford: Oxford University Press.
  • Lin, T. J., Wang, S. Y., Grant, S., Chien, C. L., & Lan, Y. J. (2014). Task-based teaching approaches of Chinese as a foreign language in Second Life through teachers’ perspectives. Procedia Technology, 13, 16-22.
  • McKerlich, R. & Anderson, T. (2007). Community of inquiry and learning in immersive environments. Journal of Asynchronous Learning Networks, 11(4), 45-52.
  • Mennecke, B. E., Triplett, J. L., Hassall, L. M., Conde, Z. J., & Heer, R. (2011). An examination of a theory of embodied social presence in virtual worlds. Decision Sciences, 42(2), 413- 450.
  • Mishra, P. & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi:10.1111/j.1467- 9620.2006.00684.x
  • Mishra, P. & Koehler, M. (2008). Introducing technological pedagogical content knowledge. Paper presented at the Annual Meeting of the American Educational Research Association. New York.
  • Ozkan, E. S., Karatas, I. H., & Gulsen, C. (2016). Turkiye’de 2003-2013 yillari arasinda uygulanan yabancı dil egitimi politikalarinin analizi [The analysis of foreign language education policies in Turkey during 2003-2013]. Journal of Research in Education and Teaching, 5(1), 245-254.
  • Ozturk, E. & Deryakulu, D. (2011). The effect of type of computer mediated communication tools on social and cognitive presence in online learning community. Hacettepe University Journal of Education, 41(41), 349-359.
  • Pellas, N. (2017). An exploration of interrelationships among presence indicators of a community of inquiry in a 3D game-like environment for high school programming courses. Interactive Learning Environments, 25(3), 343-360.
  • Peterson, M. (2006). Learner interaction management in an avatar and chat-based virtual world. Computer Assisted Language Learning, 19(1), 79-103.
  • Rogers, E. M. (2003). Diffusion of innovation. New York: Free Press.
  • Rogers, L. (2011). Developing simulations in multi-user virtual environments to enhance healthcare education. British Journal of Educational Technology, 42(4), 608-615.
  • Rudra, A., Jaeger, B., Aitken, A., Chang, V., & Helgheim, B. (2011).Virtual team role play using Second Life for teaching business process concepts. Paper presented at 44th Hawaii International Conference System Sciences (HICSS). Hawaii, USA, 1-8.
  • Salt, B., Atkins, C., & Blackall, L. (2008). Engaging with SecondLife: Real education in a virtual world literature review, SLENZ Project. Retrieved on 3 July 2017 from http://piensl. pbworks.com/f/slliteraturereviewa1.pdf.
  • Sancar-Tokmak, H. & Yanpar-Yelken, T. (2015). Effects of creating digital stories on foreign language education pre-service teachers’ TPACK self-confidence. Educational Studies, 41(4), 444-461.
  • Satar, H. & Ozdener, N. (2008). The effects of synchronous CMC on speaking proficiency and anxiety: Text versus voice chat. The Modern Language Journal, 92(4), 595-613.
  • Savenye, W. C. & Robinson, R. S. (2003). Qualitative research issues and methods: an introduction for educational technologies. In David H. Jonassen (Ed.). Handbook of research for educational communications and technology (pp.1045-1071). New York: Macmillan.
  • Schieffelin, B. B. & Ochs, E. (1986). Language socialization across cultures (No. 3). Cambridge: Cambridge University Press.
  • Smith, B. (2003). The use of communication strategies in computer-mediated communication. System, 31(1), 29-53.
  • Son, J. B. (2011). Online tools for language teaching. TESL-EJ, 15(1), 1-12.
  • Stevens, V. (2006). Second Life in education and language learning. TESL-EJ, 10(3), 1-4.
  • Tseng, J. J. (2016). Developing an instrument for assessing technological pedagogical content knowledge as perceived by EFL students. Computer Assisted Language Learning, 29(2), 302-315.
  • Uztosun, M. S., Skinner, N., & Cadorath, J. (2014). An action research study designed to implement student versus voice chat. The Modern Language Journal, 92(4), 595-613.
  • Vrellis, I., Avouris, N., & Mikropoulos, T. A. (2016). Learning outcome, presence and satisfaction from a science activity in Second Life. Australasian Journal of Educational Technology, 32(1).
  • Wang, C. H. (2005). Questioning skills facilitate online synchronous discussions. Journal of Computer Assisted Learning, 21, 303-313
  • Wang, Y. & Braman, J. (2009). Extending the classroom through Second Life. Journal of Information Systems Education, 20(2), 235-247.
  • Wehner, A. K., Gump, A. W., & Downey, S. (2011). The effects of Second Life on the motivation of undergraduate students learning a foreign language. Computer Assisted Language Learning, 24(3), 277-289.
  • Wills, S., Leigh, E., & Ip, A. (2011). The power of role-based e-learning. New York: Routledge. Yin, R. K. (1994). Case study research: Design and methods (2nd ed.). London: Sage.
  • Yilmaz, G. K. (2015). Analysis of technological pedagogical content knowledge studies in Turkey: A Meta-Synthesis Study. Education and Science, 40(178), 103-122.

Year 2017, Volume: 8 Issue: 3, 280 - 302, 14.07.2017

Cigdem Ozbek İrem Comoglu Bahar Baran

Abstract

References

  • Annetta, L. A. & Holmes, S. (2006). Creating presence and community in a synchronous virtual learning environment using avatars. International Journal of Instructional Technology and Distance Learning, 3(8), 27-43.
  • Baran, E. & Bilici, S. C. (2015). A Review of the research on technological pedagogical content knowledge: The case of Turkey. Hacettepe University Journal of Education, 30(1), 15-32.
  • Berns, A., Gonzalez-Pardo, A., & Camacho, D. (2013). Game-like language learning in 3-D virtual environments. Computers & Education, 60(1), 210-220.
  • Bilici, S. C. & Baran, E. (2015). The investigation of science teachers’ self-efficacy toward technological pedagogical content knowledge: A longitudinal study. Journal of Gazi Faculty of Education, 35(2), 285-306.
  • Burgess, M. L., Slate, J. R., Rojas-LeBouef, A., & LaPrairie, K. (2010). Teaching and learning in Second Life: Using the Community of Inquiry (CoI) model to support online instruction with graduate students in instructional technology. The Internet and Higher Education, 13(1), 84-88.
  • Can, E. & Can, C. I. (2014). Turkiye’de ikinci yabanci dil ogretiminde karsilasilan sorunlar [Problems Encountered in Second Foreign Language Teaching in Turkey]. Trakya University Journal of Education, 4(2), 43-63.
  • Clark, R. E. (1994). Media and method. Educational Technology. Research & Development 42(3), 7-10.
  • Cooke-Plagwitz, J. (2008). New directions in CALL: An objective introduction to Second Life. CALICO Journal, 25(3), 547–557.
  • Czepielewski, S. (2011). The virtual world of second life in foreign language learning. In S. Czepielewski (Ed.), Learning a language in virtual worlds (pp.15-24). Warsaw: Warsaw Academy of Computer Science.
  • Dewey, J. (1998). Experience and education. New York: Kappa Delta Pi.
  • Dieterle, E. (2009). Multi-User virtual environments for teaching and learning. In M. Pagani (Ed.), Encyclopedia of multimedia technology and networking (2nd ed.) (pp. 1033-1041). Hershey, PA: Information Science Reference. doi:10.4018/978-1-60566-014-1.ch139
  • Donato, R. & McCormick, D. (1994). A sociocultural perspective on language learning strategies: The role of mediation. The Modern Language Journal, 78(4), 453-464.
  • Fraenkel, J. R. & Wallen, N. E. (2001). How to design and evaluate research in education. Mahwah, NJ: Lawrence Erlbaum.
  • Fynn, F. & Wigham, C. R. (2011). The" VoiceForum" Platform for Spoken Interaction. Proceedings of the European Association for Computer-Assisted Language Learning (EuroCALL) Annual Conference (pp.55-58). Nottingham, UK.
  • Gao, F., Noh, J.J., & Koehler, M.J. (2009). Comparing role-playing activities in Second Life and face-to-face environments. Journal of Interactive Learning Research, 20(4), 423-443.
  • García-Carbonell, A., Rising, B., Montero, B., & Watts, F. (2001). Simulation/gaming and the acquisition of communicative competence in another language. Simulation & Gaming, 32(4), 481-491.
  • Garrido-Inigo, P. & Rodríguez-Moreno, F. (2015). The reality of virtual worlds: Pros and cons of their application to foreign language teaching. Interactive Learning Environments, 23(4), 453-470.
  • Garrison, D. R. (2007). Online community of inquiry review: Social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks, 11(1), 61-72. Garrison, D. R. & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American Journal of Distance Education, 19(3), 133-148.
  • Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment. The Internet and Higher Education, 2(2), 87-105.
  • Grant, S. & Huang, H. (2010). The integration of an online 3D virtual learning environment into formal classroom-based undergraduate Chinese language and culture curriculum. Journal of Technology and Chinese Language Teaching, 1(1), 2-13.
  • Gregory, S. & Masters, Y. (2012). Real thinking with virtual hats: A role- playing activity for preservice teachers in Second Life. Australasian Journal of Educational Technology, 28 (special issue 3), 420-440.
  • Ibáñez, M. B., García, J. J., Galan, S., Maroto, D., Morillo, D., & Kloos, C. D. (2011). Design and implementation of a 3D multi-user virtual world for language learning. Journal of Educational Technology & Society, 14(4), 2-10. Jauregi, K., Canto, S., de Graaff, R., Koenraad, T., & Moonen, M. (2011). Verbal interaction in
  • Second Life: towards a pedagogic framework for task design. Computer Assisted Language Learning, 24(1), 77-101.
  • Kamali, T. (2012): Students’ experiences and perceptions of anxiety, motivation, and selfconfidence in speaking English during task-based language learning activities in Second Life: The case of METU (Unpublished master’s thesis). Middle East Technical University, Ankara, Turkey.
  • Knupfer, N. N. & McLellan, H. (1996). Descriptive research methodologies. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp.1196- 1212). New York: Macmillan.
  • Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford, UK: Pergamon.
  • Kurt, G., Akyel, A., Kocoglu, Z., & Mishra, P. (2014). TPACK in practice: A qualitative study on technology integrated lesson planning and implementation of Turkish pre-service teachers of English. ELT Research Journal, 3(3), 153-166.
  • Lantolf, J. P. & Thorne, S. L. (2006). Sociocultural theory and the genesis of L2 development. Oxford: Oxford University Press.
  • Lin, T. J., Wang, S. Y., Grant, S., Chien, C. L., & Lan, Y. J. (2014). Task-based teaching approaches of Chinese as a foreign language in Second Life through teachers’ perspectives. Procedia Technology, 13, 16-22.
  • McKerlich, R. & Anderson, T. (2007). Community of inquiry and learning in immersive environments. Journal of Asynchronous Learning Networks, 11(4), 45-52.
  • Mennecke, B. E., Triplett, J. L., Hassall, L. M., Conde, Z. J., & Heer, R. (2011). An examination of a theory of embodied social presence in virtual worlds. Decision Sciences, 42(2), 413- 450.
  • Mishra, P. & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi:10.1111/j.1467- 9620.2006.00684.x
  • Mishra, P. & Koehler, M. (2008). Introducing technological pedagogical content knowledge. Paper presented at the Annual Meeting of the American Educational Research Association. New York.
  • Ozkan, E. S., Karatas, I. H., & Gulsen, C. (2016). Turkiye’de 2003-2013 yillari arasinda uygulanan yabancı dil egitimi politikalarinin analizi [The analysis of foreign language education policies in Turkey during 2003-2013]. Journal of Research in Education and Teaching, 5(1), 245-254.
  • Ozturk, E. & Deryakulu, D. (2011). The effect of type of computer mediated communication tools on social and cognitive presence in online learning community. Hacettepe University Journal of Education, 41(41), 349-359.
  • Pellas, N. (2017). An exploration of interrelationships among presence indicators of a community of inquiry in a 3D game-like environment for high school programming courses. Interactive Learning Environments, 25(3), 343-360.
  • Peterson, M. (2006). Learner interaction management in an avatar and chat-based virtual world. Computer Assisted Language Learning, 19(1), 79-103.
  • Rogers, E. M. (2003). Diffusion of innovation. New York: Free Press.
  • Rogers, L. (2011). Developing simulations in multi-user virtual environments to enhance healthcare education. British Journal of Educational Technology, 42(4), 608-615.
  • Rudra, A., Jaeger, B., Aitken, A., Chang, V., & Helgheim, B. (2011).Virtual team role play using Second Life for teaching business process concepts. Paper presented at 44th Hawaii International Conference System Sciences (HICSS). Hawaii, USA, 1-8.
  • Salt, B., Atkins, C., & Blackall, L. (2008). Engaging with SecondLife: Real education in a virtual world literature review, SLENZ Project. Retrieved on 3 July 2017 from http://piensl. pbworks.com/f/slliteraturereviewa1.pdf.
  • Sancar-Tokmak, H. & Yanpar-Yelken, T. (2015). Effects of creating digital stories on foreign language education pre-service teachers’ TPACK self-confidence. Educational Studies, 41(4), 444-461.
  • Satar, H. & Ozdener, N. (2008). The effects of synchronous CMC on speaking proficiency and anxiety: Text versus voice chat. The Modern Language Journal, 92(4), 595-613.
  • Savenye, W. C. & Robinson, R. S. (2003). Qualitative research issues and methods: an introduction for educational technologies. In David H. Jonassen (Ed.). Handbook of research for educational communications and technology (pp.1045-1071). New York: Macmillan.
  • Schieffelin, B. B. & Ochs, E. (1986). Language socialization across cultures (No. 3). Cambridge: Cambridge University Press.
  • Smith, B. (2003). The use of communication strategies in computer-mediated communication. System, 31(1), 29-53.
  • Son, J. B. (2011). Online tools for language teaching. TESL-EJ, 15(1), 1-12.
  • Stevens, V. (2006). Second Life in education and language learning. TESL-EJ, 10(3), 1-4.
  • Tseng, J. J. (2016). Developing an instrument for assessing technological pedagogical content knowledge as perceived by EFL students. Computer Assisted Language Learning, 29(2), 302-315.
  • Uztosun, M. S., Skinner, N., & Cadorath, J. (2014). An action research study designed to implement student versus voice chat. The Modern Language Journal, 92(4), 595-613.
  • Vrellis, I., Avouris, N., & Mikropoulos, T. A. (2016). Learning outcome, presence and satisfaction from a science activity in Second Life. Australasian Journal of Educational Technology, 32(1).
  • Wang, C. H. (2005). Questioning skills facilitate online synchronous discussions. Journal of Computer Assisted Learning, 21, 303-313
  • Wang, Y. & Braman, J. (2009). Extending the classroom through Second Life. Journal of Information Systems Education, 20(2), 235-247.
  • Wehner, A. K., Gump, A. W., & Downey, S. (2011). The effects of Second Life on the motivation of undergraduate students learning a foreign language. Computer Assisted Language Learning, 24(3), 277-289.
  • Wills, S., Leigh, E., & Ip, A. (2011). The power of role-based e-learning. New York: Routledge. Yin, R. K. (1994). Case study research: Design and methods (2nd ed.). London: Sage.
  • Yilmaz, G. K. (2015). Analysis of technological pedagogical content knowledge studies in Turkey: A Meta-Synthesis Study. Education and Science, 40(178), 103-122.
There are 56 citations in total.

Details

Journal Section Articles
Authors

Cigdem Ozbek This is me

İrem Comoglu This is me

Bahar Baran

Publication Date July 14, 2017
Published in Issue Year 2017 Volume: 8 Issue: 3

Cite

APA Ozbek, C., Comoglu, İ., & Baran, B. (2017). Turkish Foreign Language Learners’ Roles and Outputs: Introducing an Innovation and Role-Playing in Second Life. Contemporary Educational Technology, 8(3), 280-302.
AMA Ozbek C, Comoglu İ, Baran B. Turkish Foreign Language Learners’ Roles and Outputs: Introducing an Innovation and Role-Playing in Second Life. Contemporary Educational Technology. July 2017;8(3):280-302.
Chicago Ozbek, Cigdem, İrem Comoglu, and Bahar Baran. “Turkish Foreign Language Learners’ Roles and Outputs: Introducing an Innovation and Role-Playing in Second Life”. Contemporary Educational Technology 8, no. 3 (July 2017): 280-302.
EndNote Ozbek C, Comoglu İ, Baran B (July 1, 2017) Turkish Foreign Language Learners’ Roles and Outputs: Introducing an Innovation and Role-Playing in Second Life. Contemporary Educational Technology 8 3 280–302.
IEEE C. Ozbek, İ. Comoglu, and B. Baran, “Turkish Foreign Language Learners’ Roles and Outputs: Introducing an Innovation and Role-Playing in Second Life”, Contemporary Educational Technology, vol. 8, no. 3, pp. 280–302, 2017.
ISNAD Ozbek, Cigdem et al. “Turkish Foreign Language Learners’ Roles and Outputs: Introducing an Innovation and Role-Playing in Second Life”. Contemporary Educational Technology 8/3 (July 2017), 280-302.
JAMA Ozbek C, Comoglu İ, Baran B. Turkish Foreign Language Learners’ Roles and Outputs: Introducing an Innovation and Role-Playing in Second Life. Contemporary Educational Technology. 2017;8:280–302.
MLA Ozbek, Cigdem et al. “Turkish Foreign Language Learners’ Roles and Outputs: Introducing an Innovation and Role-Playing in Second Life”. Contemporary Educational Technology, vol. 8, no. 3, 2017, pp. 280-02.
Vancouver Ozbek C, Comoglu İ, Baran B. Turkish Foreign Language Learners’ Roles and Outputs: Introducing an Innovation and Role-Playing in Second Life. Contemporary Educational Technology. 2017;8(3):280-302.