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Interactions for language learning in and around virtual worlds

Since the mid-1990s, the pedagogical opportunities offered by three-dimensional (3D) virtual worlds (VWs) have generated a considerable amount of interest and dialogue among educators and educational researchers across a variety of disciplines. The potential of VWs for language learning and teaching did not go unnoticed by the CALL community: language educators and researchers began to explore and to study these environments and their unique set of features for foreign language learning (Henderson, Huang, Grant & Henderson, 2009; Jauregi & Canto, 2012; Milton, Jonsen, Hirst & Lindenburn, 2012; Peterson, 2006; Schwienhorst, 2004; Sykes, 2005; Zheng & Newgarden, 2012; Zheng, Young, Wagner & Brewer, 2009). In parallel, several European Union (EU) transnational funded projects also emerged for the exploration of the affordances of VWs for language learning