{"title":"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。","authors":"Xuemei Wang, Maojie Zhou","doi":"10.1177/00315125241297188","DOIUrl":null,"url":null,"abstract":"<p><p>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.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125241297188"},"PeriodicalIF":1.4000,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Relationships Among Emotions, Self-Efficacy, and Engagement in Virtual Reality-Assisted Foreign Language Learning: A Social Cognitive Theory-Based Study.\",\"authors\":\"Xuemei Wang, Maojie Zhou\",\"doi\":\"10.1177/00315125241297188\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>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.</p>\",\"PeriodicalId\":19869,\"journal\":{\"name\":\"Perceptual and Motor Skills\",\"volume\":\" \",\"pages\":\"315125241297188\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2024-11-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Perceptual and Motor Skills\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1177/00315125241297188\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"PSYCHOLOGY, EXPERIMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Perceptual and Motor Skills","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1177/00315125241297188","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PSYCHOLOGY, EXPERIMENTAL","Score":null,"Total":0}
The Relationships Among Emotions, Self-Efficacy, and Engagement in Virtual Reality-Assisted Foreign Language Learning: A Social Cognitive Theory-Based Study.
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.