Abstract

Arising from the two-year EU LLP funded CAMELOT project (CreAting Machinima Empowers Live Online Language Teaching and Learning) (http://camelotproject.eu/), this paper investigates the use of machinima through the lens of sociocultural theory, exploring the potential of technology-mediated task-based language learning. This paper aims to provide a critical meta-analysis of the wider context of language learning in virtual worlds and digital gaming, before analysing the implications formachinima from both learner and instructor perspectives. The data indicates that the use of machinima has significant potential for underpinning a learning-centred approach, emphasizing the importance of learner creativity and user-generated content. In conclusion the paper calls for more research on 3D immersive environments that explores strategies for overcoming institutional barriers to access through the use of mobile devices; the need for dialogical forms of language learning to present learners with opportunities for language production and creativity; and an awareness of the cultural context of the target language.

Bio Michael Thomas BA (Hons) Cert. TESOL M .Ed. MBA Ph.D. FHEA FRSA has held academic positions at universities in the UK, Germany (Heidelberg) and Japan (Nagoya). He is currently Reader and Associate Professor in Digital Education and Learning at the University of Central Lancashire. His research interests are in technology-mediated task-based learning, online and distance education and educational policy. He has recently completed Contemporary Task-Based Language Teaching in Asia for Bloomsbury (with Hayo Reinders). He is the Lead Commissioning Editor of a book series with Palgrave Macmillan entitled “Digital Education and Learning” as well as “Advances in Digital Language Learning and Teaching” published by Bloomsbury.