The Relationships Among Emotions, Self-Efficacy, and Engagement in Virtual Reality-Assisted Foreign Language Learning: A Social Cognitive Theory-Based Study.

IF 1.4 4区 心理学 Q4 PSYCHOLOGY, EXPERIMENTAL Perceptual and Motor Skills Pub Date : 2024-11-05 DOI:10.1177/00315125241297188
Xuemei Wang, Maojie Zhou
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Abstract

While many studies have identified multiple benefits and affordances in using virtual reality (VR) technology in language learning, most have been qualitative, with few providing evidence of factors that may impact VR effectiveness for language learning or of the role of learners' unique psychological, environmental, and emotional experiences in language learning. Against this backdrop, we framed this study within social cognitive theory and surveyed 368 Chinese university students of English who were participating in VR-assisted language instruction to explore whether learners' foreign language learning enjoyment and boredom related to their learning engagement; we also investigated the mediating role of learning self-efficacy in these relationships. Our results suggested that (a) students learning English through VR-assisted instruction experienced a relatively high level of enjoyment but moderate level boredom; (b) foreign language learning enjoyment significantly (positively) predicted foreign language learning self-efficacy and engagement; and (c) foreign language learning boredom significantly (negatively) predicted foreign language learning self-efficacy, but not engagement; and foreign language learning self-efficacy fully mediated the relationship between foreign language learning boredom and engagement, and partially mediated the significant relationship between foreign language learning enjoyment and engagement. Based on these findings, we suggest ways to improve VR-assisted language teaching and learning.

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虚拟现实辅助外语学习中情感、自我效能感和参与度之间的关系:基于社会认知理论的研究。
虽然许多研究都指出了在语言学习中使用虚拟现实(VR)技术的多种益处和优势,但大多数研究都是定性研究,很少有研究能提供证据证明影响 VR 语言学习效果的因素,或学习者独特的心理、环境和情感体验在语言学习中的作用。在此背景下,我们以社会认知理论为框架,对参加 VR 辅助语言教学的 368 名中国大学英语专业学生进行了调查,以探讨学习者的外语学习乐趣和厌烦情绪是否与他们的学习参与度有关;我们还调查了学习自我效能感在这些关系中的中介作用。我们的研究结果表明:(a)通过 VR 辅助教学学习英语的学生体验到了相对较高的外语学习乐趣和中等程度的外语学习枯燥感;(b)外语学习乐趣显著(正向)预测外语学习自我效能感和外语学习投入度;(c)外语学习枯燥感显著(负向)预测外语学习自我效能感,但不预测外语学习投入度;外语学习自我效能感完全调解了外语学习枯燥感和外语学习投入度之间的关系,部分调解了外语学习乐趣和外语学习投入度之间的显著关系。基于这些发现,我们提出了改进 VR 辅助语言教学的方法。
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来源期刊
Perceptual and Motor Skills
Perceptual and Motor Skills PSYCHOLOGY, EXPERIMENTAL-
CiteScore
2.90
自引率
6.20%
发文量
110
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