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Language Learning in Virtual Worlds: The Role of FLA and Technical Anxiety

Language Learning in Virtual Worlds: The Role of FLA and Technical Anxiety. Scott Grant Sarah Pasfield-Neofitou Hui Huang. Aim. To examine whether or not learners feel less foreign language anxiety (FLA) in an online multiuser 3D virtual world simulation than in the real world classroom.

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Language Learning in Virtual Worlds: The Role of FLA and Technical Anxiety

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  1. Language Learning in Virtual Worlds: The Role of FLA and Technical Anxiety Scott Grant Sarah Pasfield-Neofitou Hui Huang

  2. Aim • To examine whether or not learners feel less foreign language anxiety (FLA) in an online multiuser 3D virtual world simulation than in the real world classroom.

  3. Background • Classroom language-learning can be stressful (E. Horwitz, M. Horwitz, & J. Cope, 1986; Tóth, 2008) • = “foreign language anxiety” (FLA) • Detrimental effect on learners (Elkhafaifi, 2005). • Particularly common in 'role play’/output situations (E. Horwitz, et al., 1986;Hauck & Hurd, 2005)

  4. Background • Virtual worlds have often been portrayed as "non-threatening" (Broadribb & Carter, 2009; Cuoto, 2010; Levy & Stockwell, 2006) • Anonymity, emotional distance & enactment of the "possible self" (Schultz & Leahy, 2009) may lower anxiety (Broadribb & Carter, 2009) • However, computer anxiety is also associated with computer-mediated communication (CMC) (Brown et al. 2004, Matsumura & Hann 2004)

  5. The Project • Seed funding obtained from LCNAU • Collaboration between 3 universities: • STAGE 1: • 55 students of Chinese at Monash University • Pre- & Post-lesson online surveys • STAGE 2: • Project will be extended to students of Chinese & Spanish at partner universities.

  6. The Lesson • Introductory Chinese at Monash University • 3x 1.5 hr lessons in Second Life (SL) simulation • Task-based learning related to textbook themes. • Current study is based on a lesson which took place in a restaurant & farmers’ market. • Students converse with non-player characters (NPCs) in Chinese via text-chat.

  7. The Method • Pre-survey: • 12 question on demographics • 16 questions on computer/chat use (Based on Brown et al. 2004) • 24 questions on feelings related to learning Chinese in general, & the classroom specifically. (Based on Foreign Language Classroom Anxiety Scale (FLCAS) Horwitz et. Al 1986) • Post-survey: • 27 questions on use of Chinese in the virtual environment • 10 questions on use of technology in the form of the SL virtual environment, • Both surveys employed a 5-point Likert scale

  8. Preliminary Findings

  9. Preliminary Findings

  10. Computer & text-based chat anxiety • Low levels of inherent computer anxiety (79-88% of students disagreed with statements relating to computer anxiety) • However, only 55% indicated that they “liked conversing in text-based chat” • It appears most students do not experience anxiety associated with chat, although it may not be their preferred mode of communication. • For those who do experience computer/chat related anxiety, the 2-tailed Pearson Correlation analysis found a significant correlation (all p.<.05) with gender, the amount of time a student spent on the computer, and the frequency with which they play interactive games. • Overall, males were more comfortable with chat and those who spent more time on the computer/playing games were less likely to be anxious.

  11. FLA in the classroom Older students were less worried about making mistakes. Those with no previous language learning experience were more anxious about being laughed at by other students, but somewhat counter-intuitively, were more willing to speak to native speakers (NS).

  12. FLA in the virtual environment • Levels of FLA lower in virtual environment • Factors that correlated with FLA in the virtual environment were similar to f2f.

  13. Technical anxiety in the virtual environment • Anxiety related to UI, keyboard & mouse low. • Mixed results relating to user-friendliness of SL, and navigation of virtual city. • High levels of feelings of safety and comfort in relation to exploring the virtual city & using avatar. • Factors that correlated with technical anxiety were fairly sparse, but students with previous language learning experience found many things in the virtual environment that helped them understand what was being said by the NPCs, other students and the teachers.

  14. Conclusion & Future Directions • Multiple sources of FLA in class and virtual environments. • However, virtual environments appear less stressful for FL use. • Qualitative analysis of open-ended questions now underway, and Stage 2 of the project will add valuable data from the perspective of a different language, and different classroom conditions.

  15. ContactDetails • Mr Scott Grant • scott.grant@monash.edu • Dr Sarah Passfield-Neofitou • sarah.pasfieldneofitou@monash.edu • Dr Hui Huang • hui.huang@monash.edu

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