Capstone Shajari 1 1

Running head: VIRTUAL IMMERSION STUDY SUPPORT
CALIFORNIA STATE UNIVERSITY MONTEREY BAY
Virtual Immersion:
Study Support Program
CAPSTONE PROPOSAL
Submitted in partial satisfaction of requirements of the degree of
MASTER OF SCIENCE
in
Instructional Science and Technology
Juliana Shajari
December 2016
Capstone Approvals: (At least one advisor and capstone instructor
should approve)
Dr. Rosalie Strong______________________________________________________

Advisor Name
Signature
Date
Dr. Rosalie Strong______________________________________________________
VIRTUAL IMMERSION STUDY SUPPORT
Capstone Instructor Name
Signature
Date
Table of Contents
Executive Summary......................................................................................
Introduction..................................................................................................
Background...................................................................................................
Problem Description......................................................................................
Target Audience............................................................................................
Literature Survey..........................................................................................
Available Resources......................................................................................
Solution Description......................................................................................
Goals...........................................................................................................
Instructional Strategies...............................................................................
Program Strategy Justification....................................................................
Instructional Content..................................................................................
Feedback and Assessment..........................................................................
Objectives...................................................................................................
Media components......................................................................................
Challenges..................................................................................................
Methods......................................................................................................
Deliverables................................................................................................
Project Feasibility and Constraints..............................................................
Project Assumptions...................................................................................
Project Risks................................................................................................
Ethics/Diversity Issues................................................................................
Resources...................................................................................................
Proposed Timeline.......................................................................................
Design Plan:................................................................................................
Project Costs...............................................................................................
Evaluation Plan...........................................................................................
Content Evaluation.....................................................................................
Formative Evaluation..................................................................................
Implementation..........................................................................................
Analysis.......................................................................................................
Summative Evaluation................................................................................
References.................................................................................................
Appendix A- Trisection: Reading Comprehension ILR Levels......................
Appendix BPretest...................................................................................
Appendix CPosttest..................................................................................
Appendix DSummative Evaluation Form.................................................
Executive Summary
The second language is not simply taught as another subject in the
curriculum, but rather is the medium through which the curriculum itself is
taught (Genesse, 1983).
Teaching a second language in an immersive way is the purpose of
this program. Virtual Immersion program will focus on helping students, to
gain a pedagogical approach towards learning the language, and will
increase their learning ability. Virtual Immersion is an online Learning
Management System that helps students to practice their speaking and
listening skills, mainly after school hours. This idea will make the teaching
and learning process much easier for both teachers and the students.
Currently, there are 5 days of face-to-face immersion training, during the
47 weeks of Persian-Farsi Language Education at Defense Language
Institute (DLI). Due to security measures, students have to be in a
designated and secure location that limits the availability of the sources,
and resources for performing the tasks. Another concern in designing the
course is the cost of boarding and logistics of the students and the
teachers.
For the capstone project, Virtual Immersion program will give the
opportunity to the learner, to have a minimum of 7 hours weekly
engagement in an immersive situation with a native speaker on a secure
platform, at a time and location based on the learner's choice. The
students will perform in scenario-based role-plays, and stage performances
in a simulative act. The lessons are on the daily life subjects, and students
are the main producers of the performance. Each hour is divided into three
segments: introduction, core, and conclusion. The library of suggestions is
open to the students, and they have the opportunity to select the subject
of their interest.
Virtual Immersion is potentially a specific audience program. The

instructional designer will be reviewing this project continually to address
cultural and diversity issues as identified. The instructional designer will
continually monitor this project for appropriate standards for accessibility,
along with legal and ethical obligations.
Virtual Immersion is a long-term project that will begin with this
capstone project and will be delivered via LMS including following set
of learning tools to teach Persian-Farsi Language to the in service
members.
1. Reading Semester 1 (Synchronous and Asynchronous Lessons)
2. Listening Semester 1 (Synchronous and Asynchronous Lessons)
The capstone project will include both formative and summative
evaluation. Formative assessment will be gathered from students at
Persian-Farsi School at DLI. Usability testing will be done using
Department C students at DLI. Summative evaluation will include both
students and the teachers and will include a pretest and posttest of
lesson content.
Introduction
Background
Reading, Listening, and Speaking are foundational skills required for
language learning success. Defense Language Institute Interagency
Language Roundtable (ILR) Level standards require that students pass final
exam (DLPT) with 2+/2+/2 or higher. Reviewing the existing face-to-face
immersion program at DLI, indicates that the following performance gaps

exist in the program: Total duration of the immersion program in 47 weeks
of training is 5 days, which consists of, one-day training in semester one,
and two sessions of two days training in semesters two and three. A five
days immersion program in 47 weeks of teaching equals to 2.5% of the
weight of the program. While in language training, learning prospect
through immersion is expected to be 80% of the educational program.
Problem Description
Currently, the Immersion Program is conducted in face-to-face
sessions in designated locations due to security measures. Teachers and
students have to be present at a specific time in a designated location for
the duration of the session. The cost of room and board for each attendee
is a significant figure.
The performance gap is caused by a lack of adequate immersive
instruction in the language learning process. This deficiency could be
alleviated as well as be improved by using a Virtual Immersion training
program that helps the students and provides them with practice and
feedback.
Target Audience
For the Capstone project, the target audience will be the US inservice military personnel. In the military when they enlist, first, they go to
basic training. After completion of this training, they are sent for specific
training based on their assignments, such as cooks, firefighters,
mechanics, infantry, or linguistics. The Defense Language Institute (DLI)
receives new soldiers few times a year.
The age of these students ranges from 19 to 40 years. They have
diverse educational and social backgrounds. They might have previous
education in another language due to the nature of their job or mission.
The process of absorbing a new language is easier for those with another
language background. Students learning a second language move through

five predictable stages: Preproduction, Early Production, Speech
Emergence, Intermediate Fluency, and Advanced Fluency (Krashen &
Terrell, 1983).
The duration of each course is between 47 to 60 weeks. The subject
of motivation is very critical in this training. They are in this program for
different and significant reasons. Due to the time limitation and exclusivity
of application of the program, and limited extension of the course, it is
important that the instruction gear in a motivating and stirring design.
Military personnel may find themselves in positions where a clear
understanding of conversations or written material of a contentious
nature, will be essential to their mission. As a result, topics in areas
such as politics, international relations, and social mores, are designed
to be included in this language-training program for DLIFLC students. In
virtual immersion, these topics are given to the students in advance,
and they can select their desired text or audio clip based on their
interest and the requirement of their positions at their job or mission.
The students can start virtual immersion training starting mid semester
one or at the beginning of semester two. There are some prerequisite
requirements both from the military and from the school for the
students in this program. It is completely their decision when to start
the program, generally based on their speaking and listening skills.
Literature Survey
When it comes to finding the best way of teaching language, several
philosophies prevail. Some say teachers will suppress inspiration if they try
to impose structure on students. Other teachers stand on the simple
structure of curriculum training. According to Gagne, Strategies, which
influence the selection and mode of operation of the internal process of
learning and thinking are important kinds of learning outcomes (Gagne,

1977. P 126-128)
In virtual immersion, the learner deals with real-life situations in a
simulation, or task-based instruction, where the result of the learning is
directly the students internal process of learning and thinking.
The interpretation of Bruner is Strategies problem-solving that are
specific to particular kinds of problems may be discovered by the learner,
or they may be readily acquired by being told. Once required, they
appear to function with equal effectiveness irrespective of how they have
been learned.
Utilizing all above systems require different internal and external
conditions. Based on Gagnes theory, learning tasks for intellectual skills
depends on the complexity of organizing the intellectual competencies in a
competence style. The significance of hierarchy is providing the direction
for instruction and sequencing instruction that identifies prerequisites to
facilitate learning.
Available Resources
To date, there is no Persian-Farsi comprehensive immersive
program available to DLI students as a study support tool.
Consequently, many students are not getting the required language
practice to get to the required Interagency Language Roundtable (ILR)
level 2+/2+/2., and above.
Verbal information or procedural knowledge will allow students to
employ critical thinking and annalistic approach. Learner will incorporate
learning into a larger context, and connect forms, meaning and use of the
target language in the practice. Teachers can develop frameworks based
on real world tasks that students will need to perform using the Target
Language and learn grammar and vocabulary in those settings.
According to Gagne, the preparedness of the student is a vital point.
The adequacy of students preparedness influences the efficacy of learning
guidance as an instructional event. Such adequacy, though, has different
meanings depending upon what learning outcomes is expected (Gagne,
1977, P 126). Virtual Immersion program in Persian-Farsi will help the
students elavate their profeciency to the desired 2+/2+/2 level.
Solution Description
Virtual Immersion program develops and distributes multiple focused
lessons, or sustainment workouts, each week. Lessons cover professional
topics, such as politics, economics, and science and technology with a
variety of learning activities. The students can complete the lessons
anytime, anywhere using their laptop or iPad.
Goals
In this training, the students get the information when they need it,
not to expect them to know the information just for future use. The design
of the activities reflects the actual work and permits the learner to
compare the theoretical aspects of the training with their experience. In
virtual immersion training, students incorporate search and discovery and
utilize the different options for learning, in the course.
The design of the virtual immersion training follows the five primary
education levels in Gagnes theoretical framework. The focus of Gagne
theory is on intellectual skills, and the basis of the virtual immersion
training is on the Gagne's theoretical outline. The virtual immersion
training is for the military language training institutions, with the stress on
Gagne's (1962) particular attention to military training settings.
Instructional Strategies
According to Gagne, Strategies, which influence the selection and
mode of operation of the internal process of learning and thinking are
important kinds of learning outcomes (Gagne, 1977. P 126-128)
In virtual immersion, the learner deals with real-life situations in a
simulation, or task-based instruction, where the result of the learning is
directly the students internal process of learning and thinking.
The interpretation of Bruner: Strategies problem-solving that are
specific to particular kinds of problems may be discovered by the learner,
or they may be readily acquired by being told. Once required, they
appear to function with equal effectiveness irrespective of how they have
been learned.
Utilizing all above systems require different internal and external
conditions. Based on Gagnes theory, learning tasks for intellectual skills
depends on the complexity of organizing the intellectual competencies in a
competence style. The significance of hierarchy is providing the direction
for instruction and sequencing instruction that identifies prerequisites to

facilitate learning.
The methodology observed in the Virtual Immersion design, is based
on the systematic Gagnes instructional events:
Gain attention (reception) Show a variety of pictures related to the
language learning.
Categorize objectives (expectancy) - pose the question: Why
learning new language requires Immersion? In addition, what to
expect from it?

Recall prior learning (retrieval) - review and use the previous
knowledge.
Present stimulus (selective reception) - produce language and talk
with the native speaker.

Guide learning (semantic encoding) - show examples of the role-
play.
Elicit learning (responding) ask students to create scenarios, or
give directions.
Provide feedback (reinforcement) - check all examples for accuracy.
Assess performance (retrieval) - provide scores and alleviation.
Enhance retention/transfer (generalization) - show videos and ask
students to identify the subjects.
Table 1 shows the relation of the learning materials designed for
virtual immersion with Gagnes nine events of instruction. In each step, the
presentation, production, and application of the instructional design
module are discussed, along with the examples.
Table 1: Gagnes (1977) nine events of instruction about the materials

taught in virtual immersion.
Event of Instruction
Learning materials in virtual
1-Gain Attention
immersion
Activate the receptors with the
use of stimuli
In an introductory scene, the
content is presented in short
animation. The images are utilized
to hold the attention of the learner
2- Inform learners of Objectives
in the process of learning.

Create the sense of expectation
for learning
A learning objective section is
presented at the beginning of each
chapter. The Objective statements
list the expectancy of learning and
learners have the option to go back
to the learning objective section
3- Stimulate recall of prior learning
whenever necessary.
Retrieve and activate the
information stored in short-term
memory.
Before entering the learning
sections in the immersive state,
learners go through a Refresh Your

Mind section, where they can
access materials from their prior
courses to stimulate prior
knowledge. This link is available
4- Present the content
throughout the lesson.

Create or increase the selective
perception of content
Multimedia elements deliver mediarich and interactive content. Users
navigate and determine their
sequence in obtaining the new
information with their pace and
5- Provide learner guidance
preference.
Encode the information
semantically into the storage of
long-term memory
Content is embedded with on-screen
instructions to allow students to
clarify and organize the information.
Authentic and real-life examples are
incorporated into the learning
materials to enable the students to
assimilate the information more
6- Elicit performance
efficiently.
Respond to questions to further
enhance encoding and ensure
verification
Activities and tutorials are
embedded into content and
encourage learners to participate to
confirm their understanding of the
lesson learned. The practices are

tied to the learning objectives
displayed at the beginning of the
7- Provide feedback
lessons.
Reinforce and assess the
accurate performance
Feedback to learners responses is
provided immediately upon the
completion of the exercises. These
feedbacks include specific guidance
and showing the right answer for
incorrect attempts as a learning
8- Assess performance
reinforcement tool.
Retrieve and reinforce the
knowledge or skills as the final
evaluation
Performance scores and
percentages are shown to reveal the
results. Also, some suggestions and
praise are added according to the
level of achievement to increase the
9- Enhance retention and transfer to

the job
likelihood of retention.
Retrieve and generalize the
learned knowledge or skills to
new situation or real
environment
An analysis unit at the end of each
learning module consists of short
video clips in the target language,
and more information for advance

knowledge. This article aimed at
enabling the learners to have more
exploration in the application and
therefore encourage them to
improve their learning further with
the content.
Program Strategy Justification

In language learning, the learners are learning the whole process:
Sound and script, word level, sentence level, Paragraph level, reading,
writing, listening and speaking, using sequencing and scaffolding. Once
learners understand the basic concepts of the target language, they will be
able to shift to more multifaceted levels. Virtual Immersion program
emphasizes on the foundational learning strategies. The learners deal with
real-life situations in a simulation, or task-based instruction, where the
result of the learning is directly the students internal process of learning
and thinking.
Instructional Content
Initial Language is Persian Farsi

Initial proficiency level is at Interagency Language Roundtable (ILR)
2, 2+ or 3. See Appendix A for Interagency Language Roundtable
(ILR) level standards.

Standard lessons: Seven lessons or "workouts" per week. Each lesson
consists of, authentic materials, focused on culture, economy,
environment, geography, military, politics, security, society, and
technology.
Lessons will include both "Quick Study" and "Endurance Study" and
learning activities are focusing on the listening, reading, and
speaking.
Major International News Events (MINE) lessons-Occasional MINE
lessons may be distributed as news event warrant.
Module I and II Supplementary Speaking and Role Plays

1. Hobbies
2. Entertainment
3. Sports
4. Physical Fitness, Health, and Nutrition
5. Military Sports and Olympics
6. Education
7. Educational Issues
8. Employment
9. Employment Issues
10.
Military Service
11.
Common Ailments and Accidental Injuries
12.
Medical and Dental Care
13.
Medical Emergencies
14.
Medical Advances
15.
War Wounds
16.
Geography and Civilization
17.
Natural Resources and Border Disputes
18.
Natural Disasters and Global Warming
19.
Population and Demographics
20.
War and Peace
21.
Economics
22.
Economic Issues
23.
International Trade
24.
World Politics
25.
The March of Democracy
Each subject has a text and audio clip with a set of task and quizzes.
Students can select the lesson and log in with their CAC in to the
designated secure platform for the course. The length of the lessons varies
between 15 to 30 minutes and after each lesson, they take a quiz. In
Module 2, an important goal is to increase speaking proficiency in a wider
range of topics and tasks. There is a second level practice test that
emphasizes on the Interagency Language Roundtable (ILR) language tasks
at level 2 and 3. These speaking tasks are generic and may be adapted to
any language course.
Some of the lesson plans use a three-column format that contain
media and activities based on the content. The procedures explicitly
instruct the learner if they have to read, go over, ask, or tell. The action
and reflection and the learning approach for solving the complex and
strategic problems are utilized to create new insight, skill, and knowledge
of the learner. The students are practicing different games, frame games,
interactive storytelling, puzzles, role-plays, and thought experiments.
For facilitating the training program, the supplies list that indicates
the list of the sound effects that the learners need to be able to attend in,
is prepared.
Feedback and Assessment

Gagnes suggests: learning can be improved when conditions of
learning are properly incorporated into the design development of
training.
The feedback will be implemented in each module. The learners will

assess on the lessons before finishing the lesson. The students will be
given different types of feedback.
Objectives
The goal of virtual immersion program is to increase the proficiency
level of the students in speaking, Reading, and listening skills. By the end
of Module 1, students will demonstrate competency in the following skills:
Listening Comprehension: Identify the Essential Elements of

Information (EEIs), and give a short answer to simple questions for
level 1 passage of dialogs with 4-6 sentences and monologs of 15
seconds, with 70% accuracy.

Speaking: describe their FORTE (family-occupation-recreation, travel,
education) with level 0+/1 conversational exchanges of 6-10
sentences; ask and answer simple questions.

Transcription: Partial transcription of EEIs for level 1 passages of
dialogs with 4-6 sentences and monologs of 15 seconds, with 70%
accuracy.
De-contextualized numbers: Number strings, up to 90 seconds in
length; 2-and 3- digit number dictation of 10-12, level 1 phrases with
70% accuracy.
Translation: From English to Farsi, and from Farsi to English, of level 1
sentences: 30 words of printed text, and 15 words of handwritten
text, with 80% accuracy; two-way translation aloud, and in writing of
Level 1 dialogs of 4-6 sentences with 80 % accuracy.
Hard-copy dictionary skills: Find level 1 words, definitions, and

information with 70% accuracy; alphabetize names, and words with
80% accuracy.
Website research: On Farsi websites, learn specific navigation terms,
and find specific pictures, words, and phrases related to the chapter's
topics.
By the end of Module II, students will demonstrate understanding of the

grammar points by doing the following with 80% accuracy:
Media Components
Virtual Support Program will be delivered in the form of a CDROM and URL, for the purpose of this capstone project. The users have
the choice of applying the URL, or placing the CD-ROM in the
computer, to load up the program interface. Virtual Support includes 6
lessons and 10 subject categories for each module.
Challenges
The major challenges are the time, and the pretest assessment.
This program is to support language learning process. For pretest, the
challenge will be the previous knowledge of the learners for taking the
pretest. In real world the extent of the previous knowledge of the
students in the program is close to none. Therefore, the pretest
hypothesis for usability data will not be feasible.
Methods
The designer of the Virtual Support has implemented the
program at DLI, in a different form, using different methods of
technology and applications. Since the beginning of the MIST program,

the prototype of the program has shaped. So far three out of six online
lessons has completed. More than a dozen reading and listening
captivate deliverables have been created in Persian-Farsi language for
the use in semester one and two.
The Persian-Farsi Scenario-based modules were completed using
Captivate 9, and Camtasia. The remaining lessons will be created and
utilized during the fall 2016 semester under the supervision and
instructions of the capstone mentor and IST699 training program.
Majority part of the evaluation has been completed; however, the
pretest assessment is still a challenge. Other evaluation instruments
have been prepared in prior semesters.
Deliverables
Virtual Support program helps Persian-Farsi language learners to
be in an immersive learning atmosphere. The complete program will
consist of three semester platform in two listening and reading
categories. Each category, then contains 10 modules.
Project Feasibility and Constraints

Time is the main constraints of this program. It is also essential to
keep the project within the guidelines of the department of defense and
DLIFLC. The learners are in service members some with none or limited
knowledge of the target language and culture. The designer has to
consider security measures and relevant topics along with the ILR
requirements of the program. This means that the program must be
written at a level that will allow all the students to achieve the DLI goal
2+/2+/2 or higher.
Project Assumptions
Students must be able to pass 8 unit tests before taking the final
exam (DLPT). And go to the CE (Continued Education) program.
Project Risks
Most of the deliverables are in Persian-Farsi and due to the fact
that Captivate 9 is not supporting the Farsi alphabet. The designer has
to make the screen shots of each letter, word, or sentence and treat it
as an image upload into the program. With the final capstone class
being with IST541, that requires hours of practice, the risk is that the
development time is too short.
Ethics/Diversity Issues
Virtual Support is designed for in service members as a supportive
tool in their language learning process. The content of this website needs
to be updated according to the need and requirements of the department
of defense and DLIFLC. The instructional designer will be reviewing and
updating the website frequently for proper standards for accessibility, and
security and principled obligations.
The participation in the survey will be based on the qualification
of the participants for attending in the program and is set by a panel
consists of two language instructors, MLI and the department chair.
Resources
Due to the fact that this designer designs eLearning using
Captivate 4 as her primary job. She has all the tools and resources
required to complete the project. This project will be delivered via CDROM.
The basic lessons will be developed in Captivate. It will utilize the
following resources:
Captivate 9 for creating training deliverables
Camtasia for creating videos
Snap shot for taking screen captures
Adobe Audition for audio recording
Microsoft Word
Microsoft PowerPoint
Microsoft Excel
Dreamweaver Web tool
Google forms for creating surveys
Outlook for communication
Proposed Timeline
Since the beginning of the MIST program, the designer has been
working on this project, and has completed two of the six lessons. The
remaining project will be created during the capstone class per the
following schedule.
Design Plan:
Task
Start
Finish
Design
Look & fell
Design Avatar
Design Captivate
Prototype
Formative
8/2015
8/2015
8/2015
8/2015
12/2015
12/2016
12/2016
12/2016
12/2016
3/2016
Evaluation
Development
Semester 1
Semester 2
Semester 3
Listening
Reading
Sub Topics
Interface
Review of the
12/2015
1/2016
6/2016
12/2015
3/2016
3/2016
11/2016
11/2016
2/2016
4/2016
12/2016
4/2016
6/2016
12/2016
11/2016
11/2016
lessons
Update lessons
11/2015
11/2015
based on feedback
Evaluation
Formative review
Usability Test
Summative
11/2016
12/2016
12/2016
11/2016
12/2016
12/2016
Evaluation
Project cost:
The project will be used as a study support tool at DLI. For the
following Timeframe and Deliverables, the designer will not charge, as
it will be a part of Individual Development Plan for the present
assistant professor at DLI.
1)
2)
3)
4)
5)
6)
7)
Draft Needs Analysis Plan

Finalize needs analysis Plan
Draft IDD Plan
Develop Instruction
Test Instruction & Summative Evaluation
Finalize instruction based on testing
Present Instruction at California State University Monterey Bay
8) Evaluate Instruction
Evaluation Plan
Both formative and summative evaluations will be conducted at
UPF. Both instructors and MLIs will conduct the formative evaluation.
Content Evaluation
The designer creates the content for Virtual Study Support
program. The accredited Curriculum Development panel will review
content for clarity and continuity.
Formative Evaluation
Formative assessment of this online instruction project will be
gathered from UPF students, and instructors to help evaluate the
lessons. This data will be gathered by survey and informal and formal
debriefings and interviews as needed.
Implementation
The formative evaluation will be done to test the following:
Contentis this the correct and useful contentis the content

effective and appropriate content for language learners?
Learning sequenceis the learning sequence rational.
Usabilitydo buttons and navigations work?

After taking training, students will complete a formative
evaluation, which will take no longer than hour. Instructors and MLIs
observe the student during training and complete an online
questionnaire following the evaluation. In addition, the instructional
designer will conduct an informal debrief following the evaluation to
record comments and discussion. The evaluation instrument will be

Google Form.
See Appendix C for the Evaluator Observation Form.
Analysis
After analyzing information gathered, the instructional designer
will determine changes that need to be made to the instruction. After
gathering the data, the designer will implement the first roll out of the
project.
The surveys will be delivered using Google Form. A questionnaire
will be developed to elicit responses to formal and informal questions
regarding the design and format of the instruction
Summative Evaluation
For the summative evaluation, a simple pre-test will be
administered before the students start the modules to see what they
understand about the target language. At the end of the lesson, they
will complete a posttest after they complete each module.
References
Genesee, F. (1983). Bilingual education of majority-language children: the

Immersion experiments in review. Applied Psycholinguistics, 4: 1-49.
Krashen, Stephen D. and Tracy D. Terrell. (1983). the natural approach: language
acquisition in the classroom. Hayward, CA: Alemany Press. 183pp
Gagn, R. M. (1977). Types of capabilities and learning hierarchies in instructional
design.
Journal of Instructional Development, 1(1), 8-10. doi:10.1007/bf02904308
Gagn R M. The conditions of learning. New York: Holt, Rinehart and

Winston,
1977. 339 p. [Florida State Univ., Tallahassee, FL]
Appendix A
TRISECTION: READING COMPREHENSION
LEVEL 0+
CONTENT:
Can recognize letters in alphabet, high frequency elements of

Syllabary or character system.
Some numbers.
Isolated words and phrases.
Personal and place names.
Street signs, office, and shop designations.
TASKS:
Understand memorized phrases, words.
ACCURACY:
connected
Often interprets content inaccurately. Unable to read

Prose.
LEVEL 1
CONTENT: Very simple connected written material

Short notes
Announcements
Highly predictable descriptions of people, places, or things
Brief explanations of geography, government, and currency
systems simplified for non-natives

Short instructions/directions (application forms, maps, menus,
directories, brochures, simple schedules)
TASKS:
Understand the main idea

Find some specific details
Guess meaning of unfamiliar words from context
ACCURACY:
Understands the basic meaning of simple texts using high

frequency language
May misunderstand even some simple texts
LEVEL 2
CONTENT:
Concrete, factual, predictable texts

Descriptions of persons, places and things
Narration of current, past and future events
News items describing frequently recurring events
Simple biographical information
Social notices
Routine business letters
Simple technical material for the general reader
TASKS:
Locate and understand the main ideas and details

Answer factual questions about texts
ACCURACY:
Can read uncomplicated but authentic prose on familiar

subjects that are normally presented in a predictable
sequence that aids the reader in understanding
May be slow and misunderstand some information
LEVEL 3
CONTENT:
Authentic written material on general and professional

subjects
News, informational, and editorial items in major periodicals
for educated native readers
Personal and professional correspondence
Reports
Material in professional specialty
Abstract concepts on such topics as economics, culture
science
TASKS:
Understand hypothesis, supported opinion, argumentation,

clarification, various forms of elaboration
Interpret material correctly, relate ideas, understand implicit
information
Distinguish between various stylistic levels
Recognize humor, irony, emotional overtones, subtleties
ACCURACY:
Misreading is rare
Cannot always thoroughly comprehend texts that have an
unusually complex structure, low frequency idioms, or a high
degree of cultural knowledge embedded in the language.
LEVEL 4
CONTENT:
All styles and forms of writing used for professional purposes,

including texts form unfamiliar general and professionalspecialist areas
Newspapers, magazines, and professional literature written for
well-educated native readers
Highly abstract concepts
Reasonably legible handwriting
TASKS:
Follow unpredictable turns of thought on any subject matter

addressed to the general reader
Show both global and detailed understanding of texts
Understand almost all cultural references
ACCURACY:
Can relate a specific text to other written materials in the

culture
Demonstrate a firm grasp of stylistic nuances, irony, and
humor.
Appendix B - Pretest
Appendix C - Posttest
Appendix D - Summative Evaluation Form

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Running head: VIRTUAL IMMERSION STUDY SUPPORT

CALIFORNIA STATE UNIVERSITY MONTEREY BAY

Submitted in partial satisfaction of requirements of the degree of

Dr. Rosalie Strong______________________________________________________

Dr. Rosalie Strong______________________________________________________

VIRTUAL IMMERSION STUDY SUPPORT

Capstone Instructor Name

VIRTUAL IMMERSION STUDY SUPPORT

VIRTUAL IMMERSION STUDY SUPPORT

VIRTUAL IMMERSION STUDY SUPPORT

Virtual Immersion is potentially a specific audience program. The

VIRTUAL IMMERSION STUDY SUPPORT

immersion program at DLI, indicates that the following performance gaps

VIRTUAL IMMERSION STUDY SUPPORT

language background. Students learning a second language move through

VIRTUAL IMMERSION STUDY SUPPORT

learning and thinking are important kinds of learning outcomes (Gagne,

VIRTUAL IMMERSION STUDY SUPPORT

VIRTUAL IMMERSION STUDY SUPPORT

VIRTUAL IMMERSION STUDY SUPPORT

for instruction and sequencing instruction that identifies prerequisites to

Gain attention (reception) Show a variety of pictures related to the

expect from it?

with the native speaker.

VIRTUAL IMMERSION STUDY SUPPORT

Table 1: Gagnes (1977) nine events of instruction about the materials

Learning materials in virtual

2- Inform learners of Objectives

in the process of learning.

3- Stimulate recall of prior learning

VIRTUAL IMMERSION STUDY SUPPORT

learners go through a Refresh Your

throughout the lesson.

5- Provide learner guidance

VIRTUAL IMMERSION STUDY SUPPORT

lesson learned. The practices are

9- Enhance retention and transfer to

VIRTUAL IMMERSION STUDY SUPPORT

and more information for advance

Program Strategy Justification

Initial Language is Persian Farsi

(ILR) level standards.

VIRTUAL IMMERSION STUDY SUPPORT

environment, geography, military, politics, security, society, and

Module I and II Supplementary Speaking and Role Plays

VIRTUAL IMMERSION STUDY SUPPORT

Feedback and Assessment

VIRTUAL IMMERSION STUDY SUPPORT

The feedback will be implemented in each module. The learners will

Listening Comprehension: Identify the Essential Elements of

seconds, with 70% accuracy.

sentences; ask and answer simple questions.

VIRTUAL IMMERSION STUDY SUPPORT

Hard-copy dictionary skills: Find level 1 words, definitions, and

By the end of Module II, students will demonstrate understanding of the

VIRTUAL IMMERSION STUDY SUPPORT

technology and applications. Since the beginning of the MIST program,

Project Feasibility and Constraints

VIRTUAL IMMERSION STUDY SUPPORT

VIRTUAL IMMERSION STUDY SUPPORT

Captivate 9 for creating training deliverables

Camtasia for creating videos

Snap shot for taking screen captures