Second Life (SL) is a three dimension virtual world imagined and created
by its users. In SL, learners communicate through text messages, audio
conversations, and their avatar’s non-verbal gestures (e.g., waving, thumbs-up).
An avatar is a SL user’s 3D graphic representation through which the SL user
interacts with other people in SL (Calongne, 2008) . SL also offers capabilities to record events
taking place within SL. This allows language learners to review and reflect on
their personal performance and interactions with others by watching their own
recorded video clips in SL.
At the beginning it may seem a little bit bewildering and odd for students. When I started to use “ Second Life ” and created avatar I was also confused as I didn’t know where to go and how to use it. But then after discussion in the classroom and some practice I got used to it and started to enjoy being in this virtual world. It is very essential to provide students with proper instructions concerning the usage of “ Second Life ” to get them engaged in it easily and quickly. As I already mentioned " Second life" gives a chance not only to chat, but also to have a conversation with other users. So students can interact with native speakers and also develop their speaking and listening skills as well.
It is a useful tool that teachers can apply and make it proper for their lesson. It will work perfectly if they connect it with their topic for students " to digest " the knowledge better and to get pleasure from the process of learning. For example if their topic is shopping they can be given homework to go and do shopping with their classmates. They will communicate, it will support them to reinforce the new vocabulary and to have some fun with their friends. Then they will get feedback from their teacher for further improvements.
Teaching language with the aid of " Second Life" is very popular in some countries, but not in Armenia. I think this technological tool won't be applicable in my country today. The reason is that many schools as well as families especially in rural areas are not provided with computers. But it would be great to find some ways to include "Second Life" and other digital technologies in Armenia, since for stimulating and having today's learners engaged into the lesson, teachers need to involve them in the teaching process.
Thus it is evident from this reflection and from the previous ones connected with digital technologies that they not only help students to acquire Second Language with interest and ease but they also make them digitally literate which is very essential nowadays.
