Anxiety, Motivation, and Self-Confidence in Speaking English During Task Based Activities in Second Life

Yıl 2018, , 287 - 296, 15.03.2018

Tuğba Kamalı Arslantaş Saniye Tuğba Tokel

https://doi.org/10.24106/kefdergi.363889

Cited By: 2

Öz

This study
investigated the contribution of task-based language learning in a 3D virtual
world to anxiety, motivation, and self-confidence. The participants were Middle
East Technical University preparatory students speaking English as a foreign
language, and the 3D environment selected was Second Life, an online virtual
world with a global user base. The results demonstrated the effectiveness of
task-based language learning in the virtual environment, which had a positive
impact on students. Findings suggest that students’ experiences in Second Life
provided them with increased motivation and self-confidence, helping them
overcome anxiety related to speaking English.

Anahtar Kelimeler

Task-based language learning, Second Life, anxiety, motivation

Second Life Ortaminda Görev Temelli Dil Eğitimi Etkinliklerinde Öğrencilerin İngilizce Konuşmaya Yönelik Endişe, Güdülenme ve Özgüvenleri

Öz

Bu
çalışma sanal dünyalarda uygulanan görev temelli dil eğitimi etkinliklerinin
endişe, güdülenme ve özgüven açısından katkılarını incelemiştir. Katılımcı grup
Orta Doğu Teknik Üniversitesi yabancı dil olarak İngilizce eğitimi alan
hazırlık sınıfı öğrencileridir ve çalışma uygulaması küresel kullanıcı
profiline sahip Second Life ortamında yapılmıştır. Çalışma sonuçları sanal
dünyalarda görev temelli dil etkinliklerinin etkili olduğunu göstermiş ve
öğrencilerde olumlu izlenimler bıraktığı sonucuna varılmıştır. Çalışma
sonuçlarına göre öğrencilerin Second Life ortamında edindikleri tecrübelerin
İngilizce konuşmaya yönelik endişe seviyelerinde azalmaya, güdülenme ve özgüvenlerinde
ise artışa katkısı vardır

Anahtar Kelimeler

Görev Temelli Dil Öğrenme, Endişe, Güdülenme, Özgüven

Kaynakça

• Aldrich, C. (2009). Virtual worlds, simulations, and games for education: A unifying view. Innov. J. Online Educ. 5(5).
• Baharum, H.I., & Tretiakov, A. (2008). Facilitating Oral Business English Teaching for Working Malays in Malaysia: The Potential of Multi-User Virtual Environment, Retrieved November 13, 2009, from www.iiu.edu.my/ilc/?download=13%e08.pdf.
• Bailenson, J. N., Yee, N., Merget, D., & Schroeder, R. (2006). The effect of behavioral realism and form realism of real-time avatar faces on verbal disclosure, nonverbal disclosure, emotion recognition, and co presence in dyadic interaction. Presence: Teleoperators and Virtual Environments, 15, 359–372.
• Baker, S.C., & MacIntyre, P.D. (2003). The role of gender and immersion in communication and second language orientations. Language Learning 53 (1), 65–96.
• Barab, S., Thomas, M. Dodge, T., Carteaux, R. & Tuzun, H. (2005). Making learning fun: Quest Atlantis, a game without guns. Educational Technology Research & Development, 53 (1), 86–107.
• Berns, A., Gonzalez-Pardo, A., & Camacho, D. (2013). Game-like language learning in 3-D virtual environments. Computers & Education, 60(1), 210–220.
• Bryant, T. (2006). Social software in academia, EDUCAUSE Quarterly, 29(2), 61-64. http://www.educause.edu/ir/library/pdf/EQM0627.pdf [viewed 10 Jan 2007].
• Canto, S., Jauregi, K., & van den Bergh H. (2013). Integrating cross-cultural interaction through video-communication and virtual worlds in foreign language teaching programs: is there an added value? ReCALL, 25(1), 105–121.
• Chen, D. (2010). Enhancing the learning of Chinese with Second Life. Journal of Technology and Chinese Language Teaching, 1(1), 14-30.
• Chen, M. C.& Lee, T.H. (2011). Emotion recognition and communication for reducing second-language speaking anxiety in a web-based one-to-one synchronous learning environment. British Journal of Educational Technology, 42(3), 417- 440.
• Clement, R., Dörnyei, Z., & Noels, K. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44, 417-448.
• Cook, V.J. (2001). Second language learning and language teaching. London: Edward Arnold.
• Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
• Dede, C., Nelson, B., Ketelhut, D., Clarke, J., & Bowman, C. (2004). Design-based research strategies for studying situated learning in a multi-user virtual environment. In Proceedings of the 2004 International Conference on Learning Sciences (pp. 158–165). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
• Dede, C., Clarke, J., Ketelhut, D., Nelson, B., & Bowman, C. (2005, April). Fostering motivation, learning, and transfer in multi-user virtual environments. Paper presented at the American Educational Research Association Conference, Montreal, Canada.
• Deutschmann, M., Panichi, L., & Molka-Danielsen, J. (2009). Designing oral participation in Second Life – a comparative study of two language proficiency courses. ReCALL 21(2), 206–226.
• Dickey, M. D. (2003). Teaching in 3D: Pedagogical affordances and constraints of 3D virtual worlds for synchronous distance learning. Distance Education, 24(1), 105-121.
• Dickey, M. D. (2005). Three-dimensional virtual worlds and distance learning: two case studies of Active Worlds as a medium for distance education. British Journal of Educational Technology, 36(3), 439-451.
• Dörnyei, Z. 2003. Questionnaires in Second Language Research: Construction, Administration, and Processing. Mahwah, NJ: Lawrence Erlbaum.
• Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold Publisher.
• Henderson, M., Huang, H., Grant, S. & Henderson, L. (2009). Language acquisition in Second Life: Improving self-efficacy beliefs. In Same places, different spaces. Proceedings. Ascilite: Auckland. http://www.ascilite.org.au/conferences/auckland09/procs/henderson.pdf.
• Hislope, K. (2008). Language Learning in a Virtual World. The international journal of learning, 15 (11).
• Horwitz E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125 -133.
• Hudson, J. M., & Bruckman, A. (2002). Irc francais: The creation of an internet-based SLA community. Computer Assisted Language Learning (CALL), 15(2), 109-134.
• Iqbal, A., Kankaanranta, M., & Neittaanmäki, P. (2010). Engaging learners through virtual worlds. Procedia Social and Behavioral Sciences, 2, 3198-3205.
• Jarmon, L., Traphagan, T., & Mayrath, M. C. (2008). Understanding Project-Based Learning in Second Life with the Pedagogy, Training, and Assessment Trio. Education Media International 45(3), 157-176.
• Jauregi, K., Canto, S., de Graaff, R., Koenraad, T. & Moonen, M. (2011). Verbal interaction in Second Life: towards a pedagogic framework for task design. Computer Assisted Language Learning 24(1), pp. 77-101.
• Jee, J. M. (2010). ESL students’ interaction in second life: task-based synchronous computer-mediated communication. Unpublished PhD Dissertation. The University of Texas. Austin.
• Kachru, B. B. (2005). Asian Englishes: Beyond the canon. Hong Kong: Hong Kong University Press. 157
• Kaplan, A.M. & Haenlein. M (2009).The Fairyland of Second Life: About Virtual Social Worlds and How to Use Them. Business Horizons, 52 (6), 563-572.
• Kaufman, S. (2003). The linguist. A personal guide to language learning. Canada.
• Liuoliene, A., & Metiuniene, R. (2006). Second Language Learning Motivation. Santalka, 14 (2), 93-98.
• Loureiro, A., & Bettencourt, T. (2011). The Extended Classroom: meeting students' needs using a virtual environment. Procedia Social and Behavioral Sciences, 15, 2667–2672.
• Maclntyre, P. D., & Gardner, R. C. (1989). Anxiety and second-language learing: Toward a theoretical clarification. Language Learning, 39, 251-275.
• Melchor-Couto, S. (2016). Foreign language anxiety levels in Second Life oral interaction. ReCALL 29(1), 99–119.
• Nunan, D. (1999). Second language teaching & learning. Florence, KY: Heinle & Heinle Publishers.
• Omale, N., Hung, W., Luetkehans L., & Plagwitz J. C. (2009). Learning in 3-D multiuser virtual environments: Exploring the use of unique 3-D attributes for online problem-based learning. British Journal of Educational Technology, 40(3), 480-495.
• Oxford, R.L., & Shearin, J. (1994). Language learning motivation: expanding the theoretical framework. Modern Language Journal, 78, 12-28.
• Park, H. & Lee, A.R. (2005). L2 learners’ anxiety, self-confidence and oral performance. Proceedings of the 10th Conference of Pan-Pacific Association of Applied Linguistics (pp. 107-208). Edinburgh University, August 2005 [http: //www.paaljapan.org/resources/proceedings/PAAL10/pdfs/hyesook.pdf].
• Payne, J. S., & Ross, B. (2005). Working memory, synchronous CMC, and L2 oral proficiency development. Language Learning & Technology, 9(3), 35-54.
• Peterson, M. (2008). Virtual worlds in language education. The JALT CALL Journal, 4(3), 29-36.
• Phillips, E. M. (1992). The effects of language anxiety on student oral test performance and attittudes. The Modern Language Journal, 76, 14-26.
• Ruby, A. (2005). Reshaping the university in an era of globalization. Phi Delta Kappa, 87(3), 233−236.
• Satar, H. M., & Özdener, N. (2008). The effects of synchronous CMC on speaking proficiency and anxiety: Text versus voice chat. The Modern Language Journal, 92(4), 595-613.
• Soozandehfar, S. M. A. (2010). Is Oral Performance Affected by Motivation? Journal of Pan-Pacific Association of Applied Linguistics, 14 (2), 105-119.
• Stroud, C., & Wee, L. (2006). Anxiety and identity in the language classroom. RELC Journal, 37, 299–307.
• Svensson, P. (2003) Virtual worlds as areas for language learning. In: Felix, U. (ed.) Language learning online: Towards best practice. Lisse, The Netherlands: Swets & Zeitlinger, 123-142.
• Thorne, S. L. (2010). The “intercultural turn” and language learning in the crucible of new media. Telecollaboration, 2, 139–164.
• Toyoda, E., & Harrison, R. (2002). Categorization of text chat communication between learners and native speakers of Japanese. Language Learning & Technology, 6(1), 82–99.
• Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26, 70-89.
• Verikaitė D. (2008). Modern approaches in English language teaching. Žmogus ir žodis. Svetimosios kalbos,10 (3), 67-73.
• Wang, J. K. (2008). Stimulating students’ motivation in foreign language teaching. China Foreign Language, 6 (1), 30-34.Wehner, K. A., Gump, W. A., & Downey, S. (2011). The effects of Second Life on the motivation of undergraduate students learning a foreign language. Computer Assisted Language Learning, 24 (3), 277-289.
• Woodrow, L. (2006). Anxiety and speaking English as a second language. R E L C Journal: a journal of language teaching and research in Southeast Asia, 37(3), 308–328.
• Wu, W.-C. V., Yen, L. L., & Marek, M. (2011). Using online EFL interaction to increase confidence, motivation, and ability. Educational Technology and Society, 14 (3), 118-129.
• Zhang, R. & Fu, L. (2008). Survey of college non-English adult learners’ English learning motivation and its implications. China Foreign Language, 6(3), 47-53.
• Zheng, D., Young,, M. F., Brewer, R. A. & Wagner, N. (2009). Attitude and Self-Efficacy Change: English Language Learning in Virtual Worlds. CALICO Journal, 27(1), 205-231.