Poster for ERC at ECER 2021

1. The Effects of Immersive Virtual Reality on Foreign Language Speaking Anxiety in EFL Learning
Miaomiao Ding
School of Education, University of Glasgow
m.ding.1@research.gla.ac.uk
Co-authors (supervisors): Prof Ellen Boeren, Dr Gabriella Rodolico
Emerging Researchers’ Conference, ECER 2021, Geneva (online)
Submission No. 257
Research Background
Foreign Language Anxiety & Foreign Language Speaking Anxiety
• Foreign language anxiety (FLA) is claimed to be negatively
related to language achievement and many foreign language
learners are suffering from it (Dewaele, 2017).
• Speaking is seen as the most anxiety-provoking activity in
foreign language learning (Pichette, 2009).
• Foreign language speaking anxiety (FLSA) is distinct anxiety
effecting learners apart from general FLA, which refers to an
individual’s fear or nervousness associated with either real
or anticipated oral communication in a foreign language
with another person or persons (He, 2018) . Its factors or
resources
Its elationship between
performance or proficiency
Strategies to
cope with it
The effectiveness of
the strategies
PREVIOUS STUDIES ON FLA/FLSA
Potential of Immersive Virtual Reality on FLSA
• Positive effects of immersive Virtual Reality (VR) have been illustrated in many aspects in both psychology
and linguistic competence learning as shown below.
• It seems no study investigated its effects on FLSA.
Immersive VR and Psychology Immersive VR and Language Learning Immersive VR and FLSA
✔ ✔
?
Research Aims
The present study aims to investigate the impacts of immersive VR on FLSA to seek approaches to help with anxious students in foreign language learning. Positive Psychology
and Situated Learning Theory are underlying the learning designs of the interventions. Specifically, this study seeks to:
• examine and compare the effectiveness of learning sessions with and without immersive VR,
• unearth EFL learners’ perceptions of immersive VR and FLSA.
Theoretical Framework
Situated
Learning
Positive
Psychology
Research Method
References
Dewaele, J.-M. (2017). Psychological dimensions and foreign language anxiety. The Routledge handbook of instructed second language acquisition, 433-450.
Gregersen, T. (2013). Language learning vibes: what, why and how to capitalize for positive affect. In D. Gabryś-Barker and J. Bielska (Eds), The affective dimension in second language
acquisition (pp. 89-98). Bristol, UK: Multilingual Matters.
Immersive Virtual Reality
Features
• Immersion: Spatial immersion. Make students
concentrated on the task and enhance the engagement.
• Interaction: Direct interaction between the users and
the environment. More realistic and natural interaction.
• Simulation: A carefully controlled digital environment
similar to the authentic real-world situations. This
enables the implementation of various learning tasks
that need imagination.
Development
• Relatively easy-available
• Low-cost
• More functional
Hardware
HTC Vive Focus Plus – the all-in-one VR and controllers
used in the present study
Situated Learning (SL)
Some characters of leaning environments following SL theory:
• Authentic context
• Authentic activities
• Access to expert performances and the modelling of processes
• Collaborative construction of knowledge
• Coaching and scaffolding at critical times (Herrington & Oliver,2000).
Positive Psychology (PP)
PP could be beneficial for foreign language (FL) teachers and leaners:
• Enhance students’ ability to notice in the class
• Strengthen students’ awareness of language input
• Allow students to absorb FL better
• Mitigate the effect of negative emotions, i.e., anxiety
(Gregersen, 2013).
He, D. (2018). Foreign Language Learning Anxiety in China: Theories and Applications in English Language Teaching. Springer.
Herrington, J., & Oliver, R. (2000). Critical characteristics of situated learning. Online publication: http://www.cowan.edu.au/lrn_sys//educres/article1. html.
Pichette, F. (2009). Second language anxiety and distance language learning. Foreign Language Annals, 42(1), 77-93.
Preliminary Results
2*2 factorial design
140 Second-year
English major
students
Pedagogies underlying the intervention
Situated learning
theory
Traditional teaching
approach
Forms of
delivering the
intervention
In immersive VR G1
(n=35)
G2
(n=35)
In the traditional
classroom
G3
(n=35)
G4
(n=35)
Questionnaire
&
Speaking test
Nine different
sessions for different
groups
Questionnaire
&
Speaking test
Observation
Open-ended
questionnaire
&
Observation
The 2*2 factorial design
Data collection
Immersive
Virtual Reality
EFL learners’
FLSA
Lack of self-
confidence
Unwillingness
to
communicate
Low English
proficiency
Lack of
experience
Hypotheses to be tested
H1: The FLSA levels of students who use immersive VR to learn English reduce after the intervention.
H2: Compared with students who learning in the traditional classroom, FLSA levels reduce more with those who learning using immersive VR.
H3: Compared with students who are taught with traditional approach, FLSA levels reduce more with those who are taught with principles of situated
learning theory.
FLSA levels
Likert-scale
Self-rating
Non-verbal
behaviour
Verbal cues
The measurements of FLSA levels
Traditional approach
Dynamic approach
5.83 5.82 5.83 5.85
5
5.21
4.28
4.95
4
4.5
5
5.5
6
G1 G2 G3 G4
pre-test post-test
0 5 10 15 20 25 30 35
Helps
Helps at some degrees
No influence
G2 G1
• Cannot see the interlocutor
• Appropriate difficulty of
tasks
• No peer pressure
• Practice improves
proficiency
• More to say
• Better memory
• Create an environment
• Different scenarios
• Examples help to express
• Positive emotions
• Not afraid of making
mistakes Lack of
confidence
Lack of
experience
Unwillingness
to
communicate
Low English
proficiency
Changes of average self-rating scores Students’ perceptions on VR and the reduction of FLSA Specific positive perceptions on VR and FLSA
Mixed-method
Quantitative
(True experiment)
Pre-test Intervention Post-test
Qualitative