Quantitative data was collected via transcribing audio recordings of all sessions. Twenty participants (10 dyads) conducted six dialogic tasks, organised by modality into three task-pairs. Thus, the main aim of this study is to explore the potential differences in learner oral performance as they conduct tasks via two oral modalities: within a virtual world and face-to-face. Additionally, the game-based language teaching (GBLT) sub-field of CALL has focused too narrowly on specific virtual world affordances, overlooking how communicating in such complex domains may affect learner output, particularly in comparison with face-to-face communication. However, research on computer-mediated communication (CMC) has largely ignored the use of virtual worlds as a possible domain for communication. Virtual worlds have been identified as a potentially beneficial domain for language learning due to various cognitive and affective affordances such as immersive content, access to native speakers, and motivating properties.
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