Language Learning in
Virtual Worlds: The Role of Foreign Language and Technical Anxiety
Grant, S. J., Huang, H., Pasfield-Neofitou,
S.E. (2013), Language
Learning in Virtual Worlds: The Role of Foreign Language and Technical Anxiety,
Journal of Virtual Worlds Research, Vol. 6 No. 1
This project
examines whether or not learners feel less foreign language anxiety (FLA) in an
online multi-user 3D virtual world simulation than in the real world
classroom. Previous research has shown FLA to have negative effects on learner
performance and learning outcomes. Research into learning in virtual worlds has
indicated that performance anxiety may be lessened in these environments, however,
the use of such virtual environments also places demands on the learner to
develop a range of technical skills to facilitate interaction. The project
examines whether or not learners feel less FLA in an online multi-user 3D virtual
world simulation than in the real world classroom and also attempts to
establish what impacts these demands have on learner performance and FLA.
Aim:
The
aim of this study is test that foreign language anxiety, which has been
reported as having a negative impact on learning in face-to-face classrooms,
works similarly in 3D virtual environment, and the level of technical
anxiety of this technology.
Method:
55
students of Chinese Language at Monash University completed three 1.5 hour
lessons each semester in a simulation of a Chinese township. This township featured
a number of venues used to conduct task-based learning activities (related to
themes in the textbook) in Second Life. The students completed online
surveys before and after the lesson, which focused on their experience.
All the lessons had tasks where students must use
Chinese characters to communicate with non-player characters (NPCs)
programmed to recognize and respond to student input. Students
must use conversational language learnt and practiced during classroom-based
lessons in free-form. If communication breaks down due to incorrect language,
mistakes in characters or where sufficient information to move on with the task
has not been elicited by preceding interactions, students must re- formulate
their output until they obtain the information or artefacts they require.
Main Findings:
1. There are multiple sources of FLA in both classroom and virtual
environments depending on students’ individual differences (gender, age, previous
study experience, etc).
2. Students who learn foreign language through virtual
environment felt less stressful in terms of use language to communicate
and complete tasks.
3. No significant inherent level of technical related anxiety taking
language study courses while using Second Life
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