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.
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 "nonthreatening" (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
 STAGE


1:
55 students of Chinese at Monash University
Pre- & Post-lesson online surveys
 STAGE

between 3 universities:
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.
Contact
Details

Mr Scott Grant


Dr Sarah Passfield-Neofitou


[email protected]
[email protected]
Dr Hui Huang

[email protected]