This research examines the suitability of hybrid text-based online role-plays for language learning as a tool to increase students' exposure to and engagement with the target language. A cyclical approach to action research was used to design, implement and evaluate four online role-plays. Student feedback was sought through questionnaires before, during and after the role-plays, and triangulated with observations based on quantitative and qualitative evaluation of students' posts. Critical factors to enhance participation and learning in online role-play are anonymity, a mix of synchronous and asynchronous communication, blended approaches, identification with the character, assessment and feedback.
|Translated title of the contribution||Hybrid text-based role-plays in the teaching of German as a Second Language at the University of Western Australia: factors affecting student participation in and the success of language learning through role-play|
|Qualification||Doctor of Philosophy|
|Award date||27 Jun 2019|
|Publication status||Unpublished - 2018|