Variations in motivation, anxiety and boredom in learning English in Second Life

Kruk, Mariusz

doi:10.4995/eurocall.2016.5693

Cited by 54 publications

(39 citation statements)

References 26 publications

(21 reference statements)

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“…The findings demonstrated that the intervention had a limited impact on lowering FLA among the treatment participants, although it made them less anxious with regard to communication apprehension. Another study (Kruk 2016b) examined fluctuations in the self-reported levels of FLA, along with motivation and boredom, by a group of 16 English majors during their visits to SL over the period of one semester. The findings showed a successive increase in the levels of motivation and boredom, while those of FLA remained quite stable over time.…”

Section: Dynamics Of Fla In Traditional Contexts and Vwsmentioning

confidence: 99%

Fluctuations in self-perceived foreign language anxiety during visits to Second Life: a case study

Kruk

2020

Innovation in Language Learning and Teaching

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The present paper presents the results of a study which examined fluctuations in the levels of foreign language anxiety (FLA) in the virtual world Second Life (SL) and factors accounting for such changes as reported by a female student of English philology. The student participated in 14 sessions over the period of one semester. Using data gathered by means of a set of collection instruments, the study found that the participant's FLA was subject to some changes both during her visits to SL and from one session to the next. These ups and downs in FLA levels were affected by a host of negative (e.g. conversations with strangers, the lack of sufficient language, negative experience) and positive (e.g. conversations with familiar interlocutors, interesting topics, language progress) factors.

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Section: Dynamics Of Fla In Traditional Contexts and Vwsmentioning

confidence: 99%

Fluctuations in self-perceived foreign language anxiety during visits to Second Life: a case study

Kruk

2020

Innovation in Language Learning and Teaching

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“…Graham, Courtney, Tonkyn, and Marinis (2016) reported that adolescents valued learning French as L2 for travel and communication; their self-confidence and progress expectations, however, gradually decreased. Thus, the English classroom should include practical sessions during which students would communicate in English (Al-Qahtani, 2013) and utilize digitalized technology activities, such as reading stories online (Hsin-Chou, 2013) and virtual world gaming (Kruk, 2016b), which they use in their everyday life. The perceived freedom of choice and personal competence correlate with more self-determined forms of motivation (Noels et al, 2003), as learners employ cognitive, meta-cognitive, and social language learning strategies (Al-Qahtani, 2013).…”

Section: Motivation To Learn Foreign Languages In Children Adolescenmentioning

confidence: 99%

The role of motivation in learning foreign languages: towards a global self-identity – a literature analysis

Łockiewicz¹

2019

Current Issues in Personality Psychology

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Multilingualism creates possibilities of personal growth, which influences the sense of self-esteem and self-identity. This paper reviews topics related to its impact on the activity of the individual. The relationship between L2 (understood both as a second and/or a foreign language, with a focus on learning English as a foreign language) linguistic achievement, motivation, intercultural competence, and the development of L2 identity depending on foreign language speaking skills are discussed. Some learners aspire to acquire a "bicultural" identity, which involves 2 versions of the learner: 1) a usually English-speaking, globally involved one, and 2) a local L1-speaking self. Therefore, classroom instruction should include teaching materials focused on the L2 culture, and respect students' aspirations for personal development through foreign language education. Moreover, the students should have control over their own learning, which could be achieved by promoting oracy, studentcentred instruction and cooperative learning.

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“…Other researchers took students affective factors as their focus, e.g. Kruk who investigated the variations in motivation, anxiety and boredom in learning English in Second Life [21]; Suherdi investigated ways of helping students as digital native in developing effective learning [22], and Suherdi and Ihrom investigated students' motivation, ownership, and achievement through YouTube video maker [23].…”

Section: Introductionmentioning

confidence: 99%

Incorporating Self-Regulated Learning into English Teaching: Early lessons from the implementation of SMELT I 4.0 DE in an UPI Senior High Lab School class

Suherdi¹,

Ihrom²,

Nurbiyatun³

2019

Proceedings of the 2nd International Conference on Educational Sciences (ICES 2018)

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Self-regulated and autonomous learning strategies are now in the heart of Indonesian curriculum. Ministerial regulation on standards of process requires teachers transform their teaching from teacher-to student-centered, autonomous, and self-regulated learning. As an effort to develop this learning strategy, a team in Universitas Pendidikan Indonesia, implement I SMELT I 4.0 DE (the Implementation of Synergetic Multilayered English Language Teaching in Industry 4.0 and Disruptive Era), an English teaching model designed to develop competences required to live in Industry 4.0 and disruptive era through four synergetic layers, of which self-regulated learning inculcation (SRLI) is one of them. This paper is intended to present lessons from preliminary data from the project. The data were taken from the class involved in I SMELT 4.0 DE through observations, questionnaires, and performance tests. The data analysis shows that they developed self-regulated learning strategies, good learning motivation, and improved English speaking ability. Based on the findings, some recommendations are presented at the end of the paper.

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Variations in motivation, anxiety and boredom in learning English in Second Life

Cited by 54 publications

References 26 publications

Fluctuations in self-perceived foreign language anxiety during visits to Second Life: a case study

Fluctuations in self-perceived foreign language anxiety during visits to Second Life: a case study

The role of motivation in learning foreign languages: towards a global self-identity – a literature analysis

Incorporating Self-Regulated Learning into English Teaching: Early lessons from the implementation of SMELT I 4.0 DE in an UPI Senior High Lab School class

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