scholarly journals Virtual world anonymity and foreign language oral interaction

ReCALL ◽  
2018 ◽  
Vol 30 (2) ◽  
pp. 232-249 ◽  
Author(s):  
Sabela Melchor-Couto
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Self Efficacy ◽  
Mixed Methods Research ◽  
Strong Relationship ◽  
Efficacy Beliefs ◽  
Personality Profiles ◽  
Oral Interaction

AbstractIn recent years, a considerably high number of research studies have looked into the use of virtual worlds (VWs) for language learning. A number of authors have hypothesised about the effects of anonymity when foreign language interactions are conducted via VWs. This study addresses the effect that the anonymity experienced in VW interaction may have on participants that present different affective profiles. The participants are 18 students (five male, 13 female) aged between 19 and 20 years old and registered in a Spanish undergraduate degree at the University of Roehampton (London). They were involved in four tandem oral interaction activities in the VW Second Life with a group of native Spanish students from the Universidad de Cádiz (Spain). A mixed-methods research design with quantitative and qualitative data was applied. Data were collected about the participants’ foreign language anxiety (FLA) levels, self-efficacy beliefs, and psychological profile (introvert/extrovert). Participants were also asked to answer three open-ended questions about how they felt during the interaction in the VW. The results obtained reveal a strong relationship between self-efficacy beliefs and the anonymity effect experienced by students, although no correlation was found between the participants’ FLA levels or personality profiles and their experience of the anonymity afforded by the VW.

scholarly journals Motivation, self-efficacy beliefs, and speaking anxiety in language MOOCs

ReCALL ◽  
2021 ◽  
Vol 33 (2) ◽  
pp. 143-160
Author(s):  
Zsuzsanna Bárkányi
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Mixed Methods Research ◽  
Qualitative Data ◽  
Course Completion ◽  
Efficacy Beliefs ◽  
Speaking Anxiety ◽  
Research Questions ◽  
Anxiety Levels

AbstractThis paper examines the role of motivation, anxiety, and self-efficacy beliefs and their interplay with regard to speaking on beginners’ Spanish LMOOCs. It answers three research questions: (1) what are learners’ motivations and goals for joining these LMOOCs and how do these relate to foreign language speaking anxiety; (2) how do learners’ self-efficacy beliefs and anxiety levels change as a result of course completion; and (3) is there a correlation between motivation, foreign language speaking anxiety, and self-efficacy beliefs in this context? A mixed-methods research design used quantitative and qualitative data gathered from self-reflective questionnaires and forum discussions. The results reveal that learners with intrinsic motivation are more likely to complete the courses than those who sign up to manage a personal situation or advance in their career or studies. No direct correlation was, however, found between motivation and the other variables under scrutiny. Learners present higher self-efficacy beliefs at the end of the courses than at the beginning, while anxiety levels are affected to a much smaller degree by course completion. Although spoken interactions in this learning environment are not synchronous, apprehension and anxiety prevent many learners from fully participating in the speaking activities.

scholarly journals Virtual worlds for collaborative learning: Arab EFL learners' attitudes toward Second Life

2019 ◽  
Vol 11 (3) ◽  
pp. 198-204
Author(s):  
Yousif Alshumaimeri ◽  
Amani Gashan ◽  
Ebrahim Bamanger
Keyword(s):  
Collaborative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Arab World ◽  
Computer Assisted ◽  
Validity And Reliability ◽  
Efl Learners ◽  
Collaborative Learning Opportunities

In the Arab world, there is a lack of research investigating the use of virtual games to support learning English as a foreign language (EFL). The aim of this study was to examine EFL learners' attitudes towards the integration of the Second Life virtual game as a collaborative instructional tool. A descriptive inquiry method was followed, and data gathered using a questionnaire that had been tested for validity and reliability. Forty-one undergraduates, enrolled in two computer-assisted language learning classes, at a school of education represent the study sample. Findings indicated that the majority were in favor of using virtual worlds as collaborative learning contexts. Recommendations include that: 1) EFL teachers be trained to utilize virtual games; 2) EFL learners be encouraged to utilize virtual portals as collaborative learning opportunities to engage with target foreign language speakers around the world, and 3) EFL instructors create learning tasks requiring learners to interact with other language speakers in virtual games to ensure rich language exposition. Moreover, it is recommended that further studies consider a qualitative design that makes use of in-depth observations and interviews to explore learners’ attitudes about the integration of this technology in an EFL context.

Integrating cross-cultural interaction through video-communication and virtual worlds in foreign language teaching programs: is there an added value?

ReCALL ◽  
2013 ◽  
Vol 25 (1) ◽  
pp. 105-121 ◽  
Author(s):  
Silvia Canto ◽  
Kristi Jauregi ◽  
Huub van den Bergh
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Cross Cultural ◽  
Added Value ◽  
Control Group ◽  
Cultural Interaction ◽  
Web Communication ◽  
Experimental Group

AbstractOrganizing and implementing telecollaboration projects in foreign language curricula is not an easy endeavour (Belz & Thorne, 2006; Guth & Helm, 2010), as pedagogical, organizational and technical issues have to be addressed before cross-cultural interaction sessions can be carried out (O'Dowd & Ritter, 2006; O'Dowd, 2011). These issues make many teaching practitioners reluctant to try to integrate telecollaboration in their teaching, as they are more aware of the burden such initiatives might impose than of the benefits they might have for language learners.Within the European project NIFLAR1 we have tried to study the added value that integrating synchronous collaboration projects through video-web communication or Second Life might have in language learning. The study presented in this paper measures the oral communicative growth of language students, who were allocated at random to one of three research conditions: (1) the VC experimental group carried out interactions with native peers through video-web communication; (2) the SL experimental group carried out the same tasks with native peers in Second Life and (3) the control group performed the tasks face to face with classroom peers and had no opportunity to interact with native experts. Communicative growth was measured by comparing oral pre- and post-tests across conditions. Results show significant differences, the experimental groups outperforming the control group.

Effects of Experience Abroad and Language Proficiency on Self-Efficacy Beliefs in Language Learning

2017 ◽  
Vol 120 (4) ◽  
pp. 670-694 ◽  
Author(s):  
Hyang-Il Kim ◽  
Kyung-Ae Cha
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Factor Structure ◽  
Language Proficiency ◽  
Self Efficacy ◽  
Foreign Language Learning ◽  
Efficacy Beliefs ◽  
New Perspective ◽  
Efficacy Factors ◽  
Do So

Experience abroad has been recognized as one of the best investments for second or foreign language learning. A lot of research has examined its impact on language learning from linguistic as well as non-linguistic perspectives. Nonetheless, literature on the relationships between and among experience abroad, language proficiency, and self-efficacy beliefs in language learning seems to still be cursory and thus the present study chose to focus on these aspects in more detail. To do so, 259 Korean English as a foreign language students answered the Questionnaire of English Self-Efficacy as well as completed a background questionnaire. Statistical analyses identified two underlying factors of self-efficacy beliefs—production and comprehension—that helped analyze the data from a new perspective. Using this two-factor structure of self-efficacy, it was found that the combination of experience abroad and English proficiency were indeed related to these self-efficacy factors. In addition, the results indicate that students may have benefitted most in self-efficacy formation in production and comprehension aspects when they have four to six months of experience abroad.

scholarly journals Foreign language anxiety levels in Second Life oral interaction

ReCALL ◽  
2016 ◽  
Vol 29 (1) ◽  
pp. 99-119 ◽  
Author(s):  
Sabela Melchor-Couto
Keyword(s):  
Foreign Language ◽  
Virtual Worlds ◽  
Second Life ◽  
Qualitative Data ◽  
Traditional Classroom ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Self Confidence ◽  
Oral Interaction ◽  
Positive Effect

AbstractVirtual worlds have been described as low anxiety environments (Dickey, 2005), where students may feel “shielded” behind their avatars (Rosell-Aguilar, 2005: 432). The aim of this article is to analyse the evolution of the Foreign Language Anxiety (FLA) levels experienced by a group of participants who used the virtual world Second Life for oral interaction (VW Group). The data gathered was compared to that of a group of students who completed similar oral interaction activities in the traditional classroom (CR Group). The quantitative and qualitative data analysed indicates that the FLA levels of the VW Group decreased as weeks went by and that they were lower than those experienced by the CR Group. The anonymity afforded by the VW had a positive effect on some of the students, who reported increased self-confidence and decreased nervousness. However, the students’ comments suggest that this anonymity may wear off once they feel they know their interlocutor. Anonymity may not be the only reason to explain the decrease in FLA.

scholarly journals Second Life: A Virtual Environment to Reduce Students’ Foreign Language Anxiety

2021 ◽  
pp. 1-24
Author(s):  
Gloria Sánchez Muñoz
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Crucial Role ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Control Group ◽  
Affective Factors

Second language acquisition (SLA) is a complex construct in which not only cognitive factors play a crucial role, but also affective ones. In the last decades, the analysis of affective factors in second (L2) and foreign language (FL) learning has gained prominence. Research has shown a strong correlation between language learning and aspects such as personality, motivation, attitude, or anxiety, to name but a few (e.g., Gardner, 2020; Hewitt & Stephenson, 2011; MacIntyre & Gardner, 1989). The purpose of this paper is to examine whether Foreign Language Anxiety (FLA) levels could be lessened using Virtual Worlds (VWs) such as Second Life (SL) for language teaching. This investigation compares the FLA levels of an Experimental Group (EG), which completed three activities through SL, with a Control Group (CG), which completed the same activities in the traditional classroom. Results indicate that the FLA levels of participants in the EG decreased as lessons went by in comparison with those participants in the CG. Moreover, findings suggest that the confidence of those participants working in SL increased as time went by. This boost in learners’ confidence could be attributed to the crucial role played by anonymity in VWs.

scholarly journals The Association between Self-efficacy of Saudi Learners and Their EFL Academic Performance

2018 ◽  
Vol 8 (10) ◽  
pp. 1351
Author(s):  
Fakieh Alrabai
Keyword(s):  
Academic Performance ◽  
Foreign Language ◽  
Language Learning ◽  
Self Efficacy ◽  
English Language ◽  
Sense Of Self ◽  
Foreign Language Learning ◽  
Efficacy Beliefs ◽  
Final Exam ◽  
Learning English

Considering the important impact of individual variables on language learning, this study seeks to highlight the relationship between Saudi learners of English as a foreign language (EFL) sense of self-efficacy about learning English and their academic performance in this language. The self-efficacy beliefs of 221 Saudi EFL undergraduate students whose major is English were explored using a questionnaire, while their academic performance was assessed using final exam scores in four language skills (listening, speaking, reading, and writing). The data gathered were analysed quantitatively. The findings demonstrated that EFL participating students hold very low overall self-efficacy beliefs about learning the English language. They were also low achievers in learning English in general. Moreover, students’ English self-efficacy positively correlated with their language attainment, suggesting that learners’ beliefs about language learning affect their language performance. The findings of the study shed light on the crucial association between Saudi EFL learners’ self-efficacy beliefs and their language achievement. We anticipate that these findings will provide guidelines for the different parties involved in language learning/teaching in the country. These guidelines should address how to help students hold correct beliefs about foreign language learning in order to achieve better EFL learning outcomes.

An Analysis of Factors Influencing Foreign Language Self-Efficacy Based on C5.0 Decision Tree Algorithm in Data Mining

2014 ◽  
Vol 538 ◽  
pp. 460-464
Author(s):  
Xue Li
Keyword(s):  
Data Mining ◽  
Decision Tree ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Foreign Language Learning ◽  
Decision Tree Algorithm ◽  
Tree Algorithm ◽  
C5.0 Decision Tree

Based on inter-correlation and permeability among disciplines, the author makes an attempt to apply the information science to cognitive linguistics to provide a new perspective for the study of foreign languages. The correlation between self-efficacy and such four factors as anxiety, learning strategies, motivation and learners’ past achievement is analyzed by means of data mining and the extent to which the above factors affect self-efficacy in language learning is explored in this paper. The paper employs the decision tree algorithm in SPSS Clementine. C5.0 decision tree algorithm is adopted to analyze data in the study. The results are elicited from the researches carried out in this paper. The increased anxiety is bound to weaken learners’ motivation over time. It is obvious that learners have low self-efficacy. It is very important to employ strategies in foreign language learning. Ignorance of using learning strategies may result in unplanned learning with unsatisfactory achievements in spite of more efforts involved. Self-efficacy in foreign language learning may be weakened accordingly. Learners’ past achievement is a reference dimension in measuring self-efficacy with weaker influence.

scholarly journals The Application of Virtual Simulations Using Second Life in a Foreign Language Classroom

2014 ◽  
Vol 2 (1) ◽  
pp. 67 ◽  
Author(s):  
Tecnam Yoon
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Community ◽  
Second Life ◽  
Virtual Simulation ◽  
English Learning ◽  
Language Class ◽  
Simulation Based ◽  
Language Classroom ◽  
Virtual Simulations

<p><em>The purpose of this paper is to investigate the effects of virtual simulation-based language learning in a foreign language class in Korea. Total 35 1st-year university students in Korea participated in this research to figure out the effect of simulations. A virtual English learning community, ‘Cypris Chat’ in Second Life was selected as a learning tool. For the data collection, a survey questionnaire was distributed and analyzed quantitatively. The result shows that the majority of the students had a positive attitude toward using a virtual simulation in English learning and had better understanding in learning English by experiencing an authentic practice. The first section of this paper provides a general overview of simulations in educational settings through an insightful literature review of the current research in the area. The review includes a comprehensive outlook on simulations, an example of successful classroom integration and some of the considerations researchers have found for their implementation. The latter section addresses the research method, results and conclusions.</em></p>

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