{"title":"化身身份、自我效能和语言实践的相互作用","authors":"J. Chen","doi":"10.1075/aral.19032.che","DOIUrl":null,"url":null,"abstract":"\n This study intends to examine English as a foreign language (EFL) learners’ attitudes toward practicing English in\n Second Life (SL) and to unpack the effects of avatar identities on EFL learners’ sense of self-efficacy and language practices.\n Nine EFL learners worldwide participated in a task-based course in SL, using avatars to carry out SL-related tasks while\n interacting with peers and the teacher via voice chat. Qualitative data were triangulated from multiple sources: learner\n reflective journals, a post-course survey, and semi-structured interviews. Three major themes emerged: (1) the effects of masked\n identity on learning, (2) the impact of telepresence and copresence on learning, and (3) the perceived attitudes toward avatar\n affinity. Findings implicate that the avatar form renders masked identities to safeguard learners’ self-efficacy and empower their\n language practices. It also opens up a research avenue on the impact of avatar identities on language learning and teaching in 3D\n virtual environments.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.9000,"publicationDate":"2020-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"The interplay of avatar identities, self-efficacy, and language practices\",\"authors\":\"J. Chen\",\"doi\":\"10.1075/aral.19032.che\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\n This study intends to examine English as a foreign language (EFL) learners’ attitudes toward practicing English in\\n Second Life (SL) and to unpack the effects of avatar identities on EFL learners’ sense of self-efficacy and language practices.\\n Nine EFL learners worldwide participated in a task-based course in SL, using avatars to carry out SL-related tasks while\\n interacting with peers and the teacher via voice chat. Qualitative data were triangulated from multiple sources: learner\\n reflective journals, a post-course survey, and semi-structured interviews. Three major themes emerged: (1) the effects of masked\\n identity on learning, (2) the impact of telepresence and copresence on learning, and (3) the perceived attitudes toward avatar\\n affinity. Findings implicate that the avatar form renders masked identities to safeguard learners’ self-efficacy and empower their\\n language practices. It also opens up a research avenue on the impact of avatar identities on language learning and teaching in 3D\\n virtual environments.\",\"PeriodicalId\":43911,\"journal\":{\"name\":\"Australian Review of Applied Linguistics\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.9000,\"publicationDate\":\"2020-04-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Australian Review of Applied Linguistics\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1075/aral.19032.che\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Australian Review of Applied Linguistics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1075/aral.19032.che","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"LINGUISTICS","Score":null,"Total":0}
The interplay of avatar identities, self-efficacy, and language practices
This study intends to examine English as a foreign language (EFL) learners’ attitudes toward practicing English in
Second Life (SL) and to unpack the effects of avatar identities on EFL learners’ sense of self-efficacy and language practices.
Nine EFL learners worldwide participated in a task-based course in SL, using avatars to carry out SL-related tasks while
interacting with peers and the teacher via voice chat. Qualitative data were triangulated from multiple sources: learner
reflective journals, a post-course survey, and semi-structured interviews. Three major themes emerged: (1) the effects of masked
identity on learning, (2) the impact of telepresence and copresence on learning, and (3) the perceived attitudes toward avatar
affinity. Findings implicate that the avatar form renders masked identities to safeguard learners’ self-efficacy and empower their
language practices. It also opens up a research avenue on the impact of avatar identities on language learning and teaching in 3D
virtual environments.
期刊介绍：
The Australian Review of Applied Linguistics (ARAL) is the preeminent journal of the Applied Linguistics Association of Australia (ALAA). ARAL is a peer reviewed journal that promotes scholarly discussion and contemporary understandings of language-related matters with a view to impacting on real-world problems and debates. The journal publishes empirical and theoretical research on language/s in educational, professional, institutional and community settings. ARAL welcomes national and international submissions presenting research related to any of the major sub-disciplines of Applied Linguistics as well as transdisciplinary studies. Areas of particular interest include but are not limited to: · Analysis of discourse and interaction · Assessment and evaluation · Bi/multilingualism and bi/multilingual education · Corpus linguistics · Cognitive linguistics · Language, culture and identity · Language maintenance and revitalization · Language planning and policy · Language teaching and learning, including specific languages and TESOL · Pragmatics · Research design and methodology · Second language acquisition · Sociolinguistics · Language and technology · Translating and interpreting.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
