Do avatar-assisted virtual classrooms work for students with low speaking confidence?: A qualitative study

IF 3.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
Yoko Hirata
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Abstract

Purpose This study aims to explore if and to what extent an online avatar-assisted virtual classroom can work to alleviate groups of Japanese university students’ anxiety around giving spoken presentations. It also explores how to create a more inclusive language learning environment and encourage interaction between the students in the virtual classroom. Design/methodology/approach A self-reported survey compares the same group of students’ responses to three learning contexts: an everyday in-person or conventional English learning classroom; an online videoconferencing-based classroom, via Zoom; and an online “virtual” or avatar-based classroom simulation, via the software “Gather”. Findings The findings suggest that the avatar-assisted virtual classroom helps students experience the least amount of fear and apprehension when speaking out loud in English and improves their speaking confidence. Similar to the findings in terms of everyday in-person lessons, the overwhelming majority of students attending Zoom lessons showed high levels of anxiety toward speaking out loud. Originality/value Challenges making use of the target language remain a persistent source of stress for Japanese students. The global shift toward online learning and the associated technologies have created opportunities to experiment with novel approaches to teaching. The discussion considers the data in the context of online classroom environments and existing speaking anxiety research. While the sample size is small, this study seeks to provide a safe and non-threatening learning environment for disadvantaged and diverse students, as well as suggestions for further research.
虚拟角色辅助的虚拟教室是否适用于说话不自信的学生?:定性研究
目的本研究旨在探讨在线虚拟课堂是否以及在多大程度上可以缓解日本大学生群体在演讲时的焦虑。本文还探讨了如何在虚拟课堂中创造一个更具包容性的语言学习环境,并鼓励学生之间的互动。设计/方法/方法一项自我报告的调查比较了同一组学生对三种学习环境的反应:日常面对面或传统的英语学习课堂;一个基于在线视频会议的教室,通过Zoom;以及通过“Gather”软件进行的在线“虚拟”或基于化身的课堂模拟。研究结果表明,虚拟教室可以帮助学生在大声说英语时减少恐惧和忧虑,并提高他们的口语自信。与日常面对面课程的研究结果类似,绝大多数参加Zoom课程的学生对大声说话表现出高度的焦虑。原创性/价值对日本学生来说,使用目标语言的挑战一直是压力的来源。全球向在线学习和相关技术的转变为尝试新的教学方法创造了机会。讨论考虑了在线课堂环境和现有口语焦虑研究背景下的数据。虽然本研究样本量较小,但本研究旨在为弱势群体和多元化学生提供一个安全、无威胁的学习环境,并为进一步的研究提供建议。
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来源期刊
Interactive Technology and Smart Education
Interactive Technology and Smart Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
12.00
自引率
2.30%
发文量
30
期刊介绍: Interactive Technology and Smart Education (ITSE) is a multi-disciplinary, peer-reviewed journal, which provides a distinct forum to specially promote innovation and participative research approaches. The following terms are defined, as used in the context of this journal: -Interactive Technology refers to all forms of digital technology, as described above, emphasizing innovation and human-/user-centred approaches. -Smart Education "SMART" is used as an acronym that refers to interactive technology that offers a more flexible and tailored approach to meet diverse individual requirements by being “Sensitive, Manageable, Adaptable, Responsive and Timely” to educators’ pedagogical strategies and learners’ educational and social needs’. -Articles are invited that explore innovative use of educational technologies that advance interactive technology in general and its applications in education in particular. The journal aims to bridge gaps in the field by promoting design research, action research, and continuous evaluation as an integral part of the development cycle of usable solutions/systems.
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