Hostname: page-component-78c5997874-j824f Total loading time: 0 Render date: 2024-11-10T05:37:01.677Z Has data issue: false hasContentIssue false
  • English
  • Français

Virtual world anonymity and foreign language oral interaction

Published online by Cambridge University Press:  25 January 2018

Sabela Melchor-Couto
Sabela Melchor-Couto*
Affiliation:
University of Roehampton, UK (email: [email protected])
Get access Rights & Permissions [Opens in a new window]

Abstract

In recent years, a considerably high number of research studies have looked into the use of virtual worlds (VWs) for language learning. A number of authors have hypothesised about the effects of anonymity when foreign language interactions are conducted via VWs. This study addresses the effect that the anonymity experienced in VW interaction may have on participants that present different affective profiles. The participants are 18 students (five male, 13 female) aged between 19 and 20 years old and registered in a Spanish undergraduate degree at the University of Roehampton (London). They were involved in four tandem oral interaction activities in the VW Second Life with a group of native Spanish students from the Universidad de Cádiz (Spain). A mixed-methods research design with quantitative and qualitative data was applied. Data were collected about the participants’ foreign language anxiety (FLA) levels, self-efficacy beliefs, and psychological profile (introvert/extrovert). Participants were also asked to answer three open-ended questions about how they felt during the interaction in the VW. The results obtained reveal a strong relationship between self-efficacy beliefs and the anonymity effect experienced by students, although no correlation was found between the participants’ FLA levels or personality profiles and their experience of the anonymity afforded by the VW.

Keywords

anonymityvirtual worldSecond Lifeforeign language anxietyself-efficacy beliefspersonality
Type
Regular papers
Information
ReCALL , Volume 30 , Special Issue 2: Interactions for language learning in and around virtual worlds , May 2018 , pp. 232 - 249
Copyright
Copyright © European Association for Computer Assisted Language Learning 2018 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Amichai-Hamburger, Y., Wainapel, G. and Fox, S. (2002) “On the Internet no one knows I’m an introvert”: Extroversion, neuroticism, and Internet interaction. CyberPsychology & Behavior, 5(2): 125–128. https://doi.org/10.1089/109493102753770507 CrossRefGoogle ScholarPubMed
Arnold, N. (2007) Reducing foreign language communication apprehension with computer-mediated communication: A preliminary study. System, 35(4): 469–486. https://doi.org/10.1016/j.system.2007.07.002 CrossRefGoogle Scholar
Bandura, A. (1994) Self-efficacy. In Ramachaudran, V. S. (ed.), Encyclopedia of Human Behaviour. Vol. 4. New York: Academic Press, 71–81.Google Scholar
Bogdan, R. C. and Biklen, S. K. (2006) Qualitative research for education: An introduction to theories and methods (5th ed.). Boston: Pearson Education Group.Google Scholar
Brown, H. D. (2000) Principles of language learning and teaching (4th ed.). New York: Longman.Google Scholar
Campbell, A., McNamara, O and Gilroy, P. (2004) Practitioner research and professional development in education. London: Sage. https://doi.org/10.4135/9780857024510 CrossRefGoogle Scholar
Charle Poza, M. I. (2005) The effects of asynchronous computer voice conferencing on learners’ anxiety when speaking a foreign language. West Virginia University, unpublished PhD thesis.Google Scholar
Childs, M. (2010) Learners’ experience of presence in virtual worlds. University of Warwick, unpublished PhD.Google Scholar
Clément, R., Gardner, R. C. and Smythe, P. C. (1977) Motivational variables in second language acquisition: A study of francophones learning English. Canadian Journal of Behavioural Science, 9(2): 123–133. https://doi.org/10.1037/h0081614 CrossRefGoogle Scholar
Cooke-Plagwitz, J. (2008) New directions in CALL: An objective introduction to Second Life. CALICO Journal, 25(3): 547–557. https://doi.org/10.1558/cj.v25i3.547-557 Google Scholar
Council of Europe (2001) Common European framework of reference for languages: Learning, teaching, assessment. Strasbourg: Language Policy Unit.Google Scholar
Creswell, J. W. and Plano Clark, V. L. (2007) Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.Google Scholar
De Freitas, S. (2006) Learning in immersive worlds: A review of game-based learning. Bristol: Joint Information Systems Committee (JISC). https://curve.coventry.ac.uk/open/file/aeedcd86-bc4c-40fe-bfdf-df22ee53a495/1/learning%20in%20immersive%20worlds.pdf Google Scholar
De los Arcos, B., Coleman, J. A. and Hampel, R. (2009) Learners’ anxiety in audiographic conferences: A discursive psychology approach to emotion talk. ReCALL, 21(1): 3–17. https://doi.org/10.1017/S0958344009000111 CrossRefGoogle Scholar
Dickey, M. D. (2005) Three-dimensional virtual worlds and distance learning: Two case studies of Active Worlds as a medium for distance education. British Journal of Educational Technology, 36(3): 439–451. https://doi.org/10.1111/j.1467-8535.2005.00477.x CrossRefGoogle Scholar
Ehrman, M. E. and Oxford, R. L. (1995) Cognition plus: Correlates of language learning success. The Modern Language Journal, 79(1): 67–89. https://doi.org/10.1111/j.1540-4781.1995.tb05417.x CrossRefGoogle Scholar
Eysenck, S. B. G., Eysenck, H. J. and Barrett, P. (1985) A revised version of the Psychoticism Scale. Personality and Individual Differences, 6(1): 21–29. https://doi.org/10.1016/0191-8869(85)90026-1 CrossRefGoogle Scholar
Field, A. (2009) Discovering statistics using IBM SPSS statistics (3rd ed.). London: Sage.Google Scholar
Gregory, S., Lee, M. J. W., Delgarno, B. & Tynan, B. (eds.) (2016) Learning in virtual worlds: Research and applications. Edmonton: AU Press.Google Scholar
Hammick, J. K. and Lee, M. J. (2014) Do shy people feel less communication apprehension online? The effects of virtual reality on the relationship between personality characteristics and communication outcomes. Computers in Human Behavior, 33: 302–310. https://doi.org/10.1016/j.chb.2013.01.046 CrossRefGoogle Scholar
Hampel, R. (2003) Theoretical perspectives and new practices in audio-graphic conferencing for language learning. ReCALL, 15(1): 21–36. https://doi.org/10.1017/S0958344003000314 CrossRefGoogle Scholar
Hampel, R., Felix, U., Hauck, M. and Coleman, J. A. (2005) Complexities of learning and teaching languages in a real-time audiographic environment. German as a Foreign Language Journal, 3(3): 1–30.Google Scholar
Henderson, M., Huang, H., Grant, S. and Henderson, L. (2009) Language acquisition in Second Life: Improving self-efficacy beliefs. In Atkinson, R. J. & McBeath, C. (eds.), Same Places, Different Spaces. Proceedings Ascilite Auckland 2009. Auckland: University of Auckland, 464–474, 6–9 December 2009.Google Scholar
Hewitt, E. and Stephenson, J. (2012) Foreign language anxiety and oral exam performance: A replication of Phillip’s MLJ Study. The Modern Language Journal, 96(2): 170–189. https://doi.org/10.1111/j.1540-4781.2011.01174.x CrossRefGoogle Scholar
Horwitz, E. K., Horwitz, M. B. and Cope, J. (1986) Foreign language classroom anxiety. The Modern Language Journal, 70(2): 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x CrossRefGoogle Scholar
Jauregi, K., Canto, S., de Graaf, R., Koenraad, T. and Moonen, M. (2011) Verbal interaction in Second Life: Towards a pedagogic framework for task design. Computer Assisted Language Learning, 24(1): 77–101. https://doi.org/10.1080/09588221.2010.538699 CrossRefGoogle Scholar
Joinson, A. N. (2004) Self-Esteem, interpersonal risk, and preference for e-mail to face-to-face communication. CyberPsychology and Behavior, 7(4): 472–478. https://doi.org/10.1089/cpb.2004.7.472 CrossRefGoogle ScholarPubMed
Keipi, T., Oksanen, A. and Räsänen, P. (2015) Who prefers anonymous self-expression online? A survey-based study of Finns aged 15–30 years. Information, Communication & Society, 18(6): 717–732. https://doi.org/10.1080/1369118X.2014.991342 CrossRefGoogle Scholar
Kitano, K. (2001) Anxiety in the college Japanese language classroom. The Modern Language Journal, 85(4): 549–566. doi: https://doi.org/10.1111/0026-7902.00125 CrossRefGoogle Scholar
Koch, A. S. and Terrell, T. D. (1991) Affective reactions of foreign language students to natural approach activities and teaching techniques. In Horwitz, E. K. & Young, D. J. (eds.), Language anxiety: From theory and research to classroom implications. Upper Saddle River: Prentice-Hall, 109–126.Google Scholar
Lan, Y.-J. (2016) The essential components of game design in 3D virtual worlds: From a language learning perspective. In Spector, M. J., Lockee, B. B. & Childress, M. D. (eds.), Learning, design, and technology. Basel: Springer International, 1–18. https://doi.org/10.1007/978-3-319-17727-4_24-1 Google Scholar
Lapidot-Lefler, N. and Barak, A. (2012) Effects of anonymity, invisibility, and lack of eye-contact on toxic online disinhibition. Computers in Human Behavior, 28(2): 434–443. https://doi.org/10.1016/j.chb.2011.10.014 CrossRefGoogle Scholar
MacIntyre, P. D. and Gardner, R. C. (1989) Anxiety and second-language learning: Toward a theoretical clarification. Language Learning, 39(2): 251–272. https://doi.org/10.1111/j.1467-1770.1989.tb00423.x CrossRefGoogle Scholar
MacIntyre, P. D. and Gardner, R. C. (1991) Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 41(1): 85–117. https://doi.org/10.1111/j.1467-1770.1991.tb00677.x CrossRefGoogle Scholar
MacIntyre, P. D., Noels, K. A. and Clément, R. (1997) Biases in self ratings of second language proficiency: The role of language anxiety. Language Learning, 47(2): 265–287. https://doi.org/10.1111/0023-8333.81997008 CrossRefGoogle Scholar
McNeil, L. (2014) Ecological affordance and anxiety in an oral asynchronous computer-mediated environment. Language Learning & Technology, 18(1): 142–159.Google Scholar
Melchor-Couto, S. (2017) Foreign language anxiety levels in Second Life oral interaction. ReCALL, 29(1): 99–119. https://doi.org/10.1017/S0958344016000185 CrossRefGoogle Scholar
Mills, N. (2009) A Guide du Routard simulation: Increasing self-efficacy in the standards through project-based learning. Foreign Language Annals, 42(4): 607–639. https://doi.org/10.1111/j.1944-9720.2009.01046.x CrossRefGoogle Scholar
Panichi, L. (2015) A critical analysis of learner participation in virtual worlds: How can virtual worlds inform our pedagogy? In Helm, F., Bradley, L., Guarda, M. & Thouësny, S. (eds.), Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy. Dublin: Research-publishing.net, 464–469. https://doi.org/10.14705/rpnet.2015.000376 Google Scholar
Paulhus, D. L. and Vazire, S. (2007) The self-report method. In Robins, W. R., Fraley, R. C. & Krueger, R. F. (eds.), Handbook of research methods in personality psychology. New York: The Guilford Press, 224–239.Google Scholar
Pichette, F. (2009) Second language anxiety and distance language learning. Foreign Language Annals, 42(1): 77–93. https://doi.org/10.1111/j.1944-9720.2009.01009.x CrossRefGoogle Scholar
Reinders, H. and Wattana, S. (2015) Affect and willingness to communicate in digital game-based learning. ReCALL, 27(1): 38–57. https://doi.org/10.1017/S0958344014000226 CrossRefGoogle Scholar
Roed, J. (2003) Language learner behaviour in a virtual environment. Computer Assisted Language Learning, 16(2–3): 155–172. https://doi.org/10.1076/call.16.2.155.15880 CrossRefGoogle Scholar
Rosell-Aguilar, F. (2005) Task design for audiographic conferencing: Promoting beginner oral interaction in distance language learning. Computer Assisted Language Learning, 18(5): 417–442. https://doi.org/10.1080/09588220500442772 CrossRefGoogle Scholar
Sadler, R. (2012) Virtual worlds for language learning: From theory to practice. New York: Peter Lang. https://doi.org/10.3726/978-3-0351-0406-6 CrossRefGoogle Scholar
Satar, H. M. and Özdener, N. (2008) The effects of synchronous CMC on speaking proficiency and anxiety: Text versus voice chat. The Modern Language Journal, 92(4): 595–613. https://doi.org/10.1111/j.1540-4781.2008.00789.x CrossRefGoogle Scholar
Schroeder, R. (2008) Defining virtual worlds and virtual environments. Journal of Virtual Worlds Research, 1(1): 1–3.Google Scholar
Sparks, R. L. and Ganschow, L. (2007) Is the Foreign Language Classroom Anxiety Scale measuring anxiety or language skills? Foreign Language Annals, 40(2): 260–287. https://doi.org/10.1111/j.1944-9720.2007.tb03201.x Google Scholar
Spielberger, C. D. (1983) Manual for the State-Trait Anxiety Inventory (Form Y). Palo Alto: Consulting Psychologists Press.Google Scholar
Steinberg, F. S. and Horwitz, E. K. (1986) The effect of induced anxiety on the denotative and interpretive content of second language speech. TESOL Quarterly, 20(1): 131–136. https://doi.org/10.2307/3586395 CrossRefGoogle Scholar
Stritzke, W. G. K., Nguyen, A. and Durking, K. (2004) Shyness and computer-mediated communication: A self-presentational theory perspective. Media Psychology, 6(1): 1–22. https://doi.org/10.1207/s1532785xmep0601_1 CrossRefGoogle Scholar
Tanis, M. and Postmes, T. (2007) Two faces of anonymity: Paradoxical effects of cues to identity in CMC. Computers in Human Behavior, 23(2): 955–970. https://doi.org/10.1016/j.chb.2005.08.004 CrossRefGoogle Scholar
Tudini, V. (2007) Negotiation and intercultural learning in Italian native speaker chat rooms. The Modern Language Journal, 91(4): 577–601. https://doi.org/10.1111/j.1540-4781.2007.00624.x CrossRefGoogle Scholar
Wehner, A. K., Gump, A. W. and Downey, S. (2011) The effects of Second Life on the motivation of undergraduate students learning a foreign language. Computer Assisted Language Learning, 24(3): 277–289. https://doi.org/10.1080/09588221.2010.551757 CrossRefGoogle Scholar
Weiner, I. B. and Craighead, W. E. (ed.) (2010) The Corsini encyclopedia of psychology: Vol. 2 (4th ed.). Hoboken: John Wiley & Sons. https://doi.org/10.1002/9780470479216 CrossRefGoogle Scholar
Wigham, C. R. and Chanier, T. (2013) A study of verbal and nonverbal communication in Second Life – the ARCHI21 experience. ReCALL, 25(1): 63–84. https://doi.org/10.1017/S0958344012000250 CrossRefGoogle Scholar
Young, D. J. (1990) An investigation of students’ perspectives on anxiety and speaking. Foreign Language Annals, 23(6): 539–553. https://doi.org/10.1111/j.1944-9720.1990.tb00424.x CrossRefGoogle Scholar
Young, D. J. (1991) Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75(4): 426–437. https://doi.org/10.1111/j.1540-4781.1991.tb05378.x Google Scholar
Young, D. J. (1999) Affect in foreign language and second language learning. A practical guide to creating a low-anxiety classroom atmosphere. Boston: McGraw-Hill.Google Scholar
Zheng, D., Young, M. F., Brewer, R. A. and Wagner, M. (2010) Attitude and self-efficacy change: English language learning in virtual worlds. CALICO Journal, 27(1): 205–231. https://doi.org/10.11139/cj.27.1.205-231 CrossRefGoogle Scholar