The crossroads of English language learners, task-based instruction, and 3D multi-user virtual learning in Second Life.

English as a foreign language (EFL) learners' task-based practices in 3D multi-user virtual environments are a dynamic avenue that has attracted research attention in current second language acquisition literature. This study explores EFL adult learners' perceptions and language practices in a 10-session, task-based course in Second Life (SL). A full-blown task-based syllabus that capitalized on meaningful real-life tasks was designed and documented in this study. Employing the grounded theory approach and triangulating multiple qualitative data sources, two core themes emerged: factors that influence SL learning experience and effects of task-based instruction on language learning in SL. SL was evidenced as a viable learning environment due to its conspicuous features, immersive and virtual reality, sense of tele- and co-presence. This study implicates that 1) 3D multimodal resources in SL provide EFL learners with visual and linguistic support and facilitate language teaching and learning; and 2) tasks that draw upon SL features, accommodate learners' cultural/world knowledge, and simulate real-life scenarios, can optimize learners' virtual learning experiences. SL serves as an optimal 3D MUVE for language teaching and learning.Unique features in SL augment instruction and make learning fun and engaging.The immersive and creative nature of SL sets it apart from other Web 2.0 tools.Culture-driven and communicative tasks foster virtual learning experience.Simulating real-world tasks deepen knowledge processing and language acquisition.