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<p> Communication is a key component in learning a second language (L2). As important as the <i>ability</i> to communicate in the L2 is the <i> willingness</i> to use the L2 or, what has been identified in the literature as <i>Willingness to Communicate</i> (WTC). Language is best learned when situated in, and based on, real-life experiences. Technological tools such as virtual worlds, mobile devices, and augmented reality (AR) are increasingly used to take language learning outside of the classroom. The affordances (e.g., portability, engagement, context-sensitivity) of these tools may have an impact on the following WTC antecedents: perceived competence, reduced L2 anxiety, security, excitement, and responsibility. The nature of this impact suggests that an AR mobile game may positively affect students' WTC. The purpose of this case study was to examine student perceptions regarding the use and design qualities of an AR mobile game in the language learning process and the effect of these qualities on student perceptions of their WTC. Nine students in a second-year Japanese language class at an institute of higher education in California participated in the study by playing an AR mobile game for three weeks. Data were collected through a demographic survey, game-play observations, game artifacts in the form of images and audio, game log data, and interviews. Findings suggest that AR mobile games can provide a viable means to take language learning outside the classroom and into self-selected spaces to affect positively students' WTC. From this investigation, it is evident that AR mobile language learning games can: (a) extend learning outside the classroom, (b) reduce L2 anxiety, and (c) promote personalized learning.</p>

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This study is a partial replication of Pica et al’s study (1989) of comprehensible output, and investigates comprehensible output in NNS-NNS interaction in Japanese as a Foreign Language. Data were collected using two different types of tasks (information gap and jigsaw tasks) in three sub-groups of different proficiency levels (High-High, Low-Low, and High-Low) in order to find out (1) to what extent the tasks provide opportunities for learners to modify their initial output in response to requests for clarification and confirmation, and (2) the extent to which learners actually modify their output in response to interlocutor requests. / The results show that comprehensible output is an important phenomenon in NNS-NNS interaction. Unlike the result of Pica et al, task types had more effect on opportunities for comprehensible output and actual production of comprehensible output than request types. Not much difference was found among different proficiency groups.

Thesis (MA--Applied Language Studies) -- AUT University, 2009. / Includes bibliographical references. Also held in print (viii, 104 leaves ; 30 cm.) in the Archive at the City Campus (T 373.110086910993 CRO)

Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies, 2005. / "August, 2005." Title from electronic dissertation title page (viewed 12/18/2005) Advisor, Susan Kushner Benson; Committee members, Susan Colville-Hall, Catharine Knight, Lynn Smolen, Matt Wyszynski; Department Chair, Walter Yoder, Jr.; Dean of the College, Patricia Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.