AFFECTIVE FILTER AND COMPREHENSIBLE INPUT IN SECOND LANGUAGE ACQUISITION ON THE WEB

Learners, at the time of learning a second or foreign language, can experience stress, over anxiety or low self-esteem; these factors might block out all the possible input. Low anxiety classes and meaningful learning combined are needed for language acquisition. This is why having students in an environment where they feel comfortable interacting with English is crucial in order to increase their confidence regarding the second language. This study attempts to illustrate the pedagogical impact and effectiveness of a virtual immersion program for undergraduate English pedagogy students. We will discuss the positive or negative impact of the program in their regular English language learning process.

The Virtual Immersion Program requires that students spend three hours per week in the English Lab visiting the different sites on the VIP page. The VIP page is a selection of sites and multimedia activities intended to promote language acquisition in stress free manner. To accomplish this, students must visit this page periodically in order to promote autonomous learning and enhance their linguistic skills.

This method helps students to practice the four language skills in a comfortable work environment. Furthermore, spending time in front of the computer is part of their daily life, even for most students, it is also one of their greatest hobbies.

Additionally, in the last four years of this major, a significant percentage of students have come from public schools from the north of the country. These students reached A2 English level mainly because they have been autonomous learners by using Internet resources. We would like to formalize and reinforce that kind of apprenticeship.

In this study, students will be assessed at the beginning and at the end of the academic year. Students are expected to reach the A2 level. That is why the Virtual Immersion Program in its VIP page (http://apponline.ucn.cl/VIP/) is divided into the A2, B1, B2, C1 and simultaneously divided into the four skills listening, speaking, reading and writing.