HOW CAN PARTICIPATION IN SECOND LIFE HELP DEVELOP COMMUNICATIVE COMPETENCE? A CASE STUDY OF FEMALE EFL LEARNERS IN SAUDI ARABIA

Abstract

In the field of language learning, the development of ICT (Information and Communication Technology) provides opportunities to engage learners in authentic situations and increases language exposure. This study focuses on using the virtual world of Second Life (SL) to support English learners (n=23) in Saudi Arabia. The study explores the participants’ experiences in SL, including the potential of communicating in SL for communicative competence (CC) development, and analyses their perceptions of the experience. The study is a mixed-method case study involving both a quantitative aspect, in the form of a questionnaire, and a qualitative aspect, using semi-structured interviews and observation. The questionnaire’s findings are reported using descriptive statistics. Interviews and interaction extracts are analysed thematically by drawing on the CC framework proposed by Celce-Murcia (2007). The findings indicate that the participants’ engagement in SL varies and is associated with the value they put on SL, their commitments to regular inworld activities and their language level. The study reveals that SL is a rich environment that provides opportunities in which participants are active partners in a variety of conversational contexts. The study finds that participants have mixed perceptions towards their experience. It is found that linguistic competence outweighed other components of communicative competence as participants discussed it in greater length than any other component of CC, particularly learning vocabulary. The study proposes a model of CC development that shows the interrelationship of behavioural, cognitive and affective aspects. The model has five phases: (1) intention (2) potentials (3) engagement (4) communicative acts and (5) communicative competence. The success in developing CC is based on the learners’ agency to activate their potentials by taking actions to use the language in a range of topics and contexts. However, learners need a degree of resilience to be able to thrive when they face challenges.