The Impact of Chinese Language Lessons in a Virtual World on University Students' Self-Efficacy Beliefs

Autor/inn/en	Henderson, Michael; Huang, Hui; Grant, Scott; Henderson, Lyn
Titel	The Impact of Chinese Language Lessons in a Virtual World on University Students' Self-Efficacy Beliefs
Quelle	In: Australasian Journal of Educational Technology, 28 (2012) 3, S.400-419 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Foreign Countries; Self Efficacy; Language Skills; Chinese; Beliefs; Student Attitudes; Second Language Learning; Curriculum; Second Language Instruction; Computer Assisted Instruction; Instructional Design; Educational Technology; Electronic Learning; Computer Simulation; Role Playing; Simulated Environment; College Students; College Instruction; Instructional Effectiveness; Pretests Posttests; Statistical Analysis; Questionnaires; Australia + Suchen Sie Ihr Suchwort? Ausland; Self-efficacy; Selbstwirksamkeit; Language skill; Sprachkompetenz; China; Chinesen; Belief; Glaube; Schülerverhalten; Zweitsprachenerwerb; Curricula; Lehrplan; Rahmenplan; Fremdsprachenunterricht; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Computergrafik; Computersimulation; Rollenspiel; Künstliche Umwelt; Collegestudent; Hochschullehre; Unterrichtserfolg; Statistische Analyse; Fragebogen; Australien
Abstract	It was found in the two-year study reported in this article that a single collaborative language lesson using "Second Life" can result in a statistically significant increase in student self-efficacy beliefs across a range of specific and general language skills. However, students with different "real life" prior experience varied in the durability of their language performance beliefs over time. A between-group analysis revealed differences in the pre- and post-tests, which is explained by the specificity of the curriculum--that is, the curriculum within the "Second Life" environment, and not just the environment itself, has a significant impact on student beliefs. This helps to dispel some critics' concerns about the pedagogical value of these environments. However, a within-group analysis revealed that students with infrequent experience of the "real life" language context increased in their beliefs, while students with frequent experiences had similar initial responses to the other students, but were more varied in their responses over time. It is proposed that these variations over time are a result of an interaction between the domain specificity of the curriculum and authenticity, or in other words, salience of the enactive mastery experiences in "Second Life" with that of "real life". (Contains 4 tables and 1 figure.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10