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

Scott GrantSarah 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.

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)

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)

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.

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.

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

Preliminary Findings

Preliminary Findings

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.

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).

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.

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.

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.

ContactDetails

Mr Scott Grant scott.grant@monash.edu

Dr Sarah Passfield-Neofitou sarah.pasfieldneofitou@monash.edu

Dr Hui Huang hui.huang@monash.edu