This research investigated the speaking self-efficacy and. English speaking skill
development in a MUVE. Literature review. Self-efficacy, influenced by enactive ...
Speaking Self-efficacy and English as a Foreign Language: Learning Processes in a Multi-user Virtual Environment Puji Rahayu, Michael J. Jacobson
CoCo Research Center, the University of Sydney
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Abstract: This case study of 4 students learning English in a Multi-user virtual environment (MUVE)explores the speaking self-efficacy and English speaking skill development. The result shows that speaking selfefficacy improved and MUVE fosters English speaking skill development through authentic target language use, more effective vocabulary learning, and self-regulated learning.
Background
Literature review
The absence of input-rich learning environment and students’ motivation have been one of the problems in English as a foreign Language (EFL) learning.
Self-efficacy, influenced by enactive mastery experience, verbal persuasion, vicarious experience, and physiological states (Bandura, 1997), influences academic motivation, learning, and achievement (Pajares, 1996; Schunk, 1995). Learners, who believe that they can learn foreign language, will be more likely to learn the language than those who do not.
Previous research found that Multi-user Virtual Environments (MUVEs) improve attitude toward English Learning (Zheng, 2006), encourage more language production (Bumgarner, 2008), develop communicative competence (Shih & Yang, 2008), and provide motivation to work outside set hours (Sekiguchi, Gruba, & Al-asmari, 2006). This research investigated the speaking self-efficacy and English speaking skill development in a MUVE.
Table 1: Self-efficacy (Questionnaire)
Figure 1: Discussion in a practice class
Learning is a socially situated, collaborative, and a taskbased procedure that occurs through interaction with others (Brown & Dunguid, 2000). MUVEs might act as a catalyst for change in students’ self-efficacy and learning process (Ketelhut, 2007) since it provides opportunities for students to interact with others.
Figure 2: Business Class Scene
Table 4: Complexity of Expression based on the greatest number of words per hit
EFL Learning Process in MUVE
Table 2: Speaking Self-efficacy (Interview)
EFL Learning Process in MUVE
Case Study
Results
Participants: 4 EFL learners of Universitas Islam Indonesia.
Speaking self-efficacy: Participants improved their speaking self-efficacy (Tables 1&2). The sources of speaking self-efficacy based on the interview and observation were enactive mastery experience, verbal persuasion, and physical and affective states.
Learning Environment: virtual classes of Languagelab, a MUVE-based English school in Second Life. Activities : 6 sessions of MUVE-based English class at Languagelab (Figures 1&2). Data Collection: questionnaire, weekly interview, IELTS-based Speaking Test, and Participant observation. Data Analysis: descriptive statistics and qualitative analysis, transcribing and coding based on Bandura’s sources of self-efficacy
Implications
Speaking Skills development: Participants improved their English speaking skill in terms of complexity of expressions (Table 4) the despite slight improvement in English speaking test score (table 3). MUVE fosters authentic target language use, more effective vocabulary learning, and motivation to engage in a more selfregulated learning.
References
Bandura, A. (1997). Self Efficacy: The Exercise of Control. New York. W.H. Freeman and Company Brown, J.S., & Dunguid, P. (2000). The Social Life of Information. Boston: Harvard Business School Press Bumgarner, C. (2008). The Impact of Virtual Environment on Second Language Production: An Exploratory Studey. Unpublished Dissertation. Pepperdine University. Ketelhut, D. J. (2007). The Impact of Student Self-efficacy on Scientific Inquiry Skills: An Exploratory Investigation in River City, A Multi-user Virtual Environment. Journal of Science Education and Technology, 16(1), 99-111.
Centre for Research on Computer Supported Learning and Cognition Faculty of Education and Social Work - The University of Sydney
Table 3: English Speaking Scores
Despite the good result on speaking selfefficacy improvement, this research involved only four participants, which might be difficult to judge the statistical validity. Besides, the results that MUVE supports English speaking skill development through authentic language use, more effective vocabulary learning, and its motivational effect to result more self-regulated EFL learners derived from a short case study. Further research in the topic should be conducted in longer research with larger number of participants and different methodologies.
Pajares, F. (1996). Self-efficacy Beliefs in Achievement Setting. . Review of Educational Research, 66, 543-578. Sekiguchi, S., Gruba, P., & Al-asmari, A. R. (2006). Integrating Culture in the Second Language Curriculum through a Three-dimensional Virtual Reality Environment. Paper presented at the 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education Sydney, Australia. Zheng, D. (2006). Affordances of 3D Virtual Environments for English Language Learning: An Ecological Psychological Analysis. Unpublished Dissertation University of Connecticut, Connecticut.
