Investigating Dynamic Relationships Among Individual Difference Variables in Learning English as a Foreign Language in a Virtual World (Second Language Learning and Teaching)

✍ Scribed by Mariusz Kruk

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 157
• Category: Library

✦ Synopsis

This book focuses on the dynamic relationships among individual difference (ID) variables (i.e., willingness to communicate, motivation, language anxiety and boredom) in learning English as a foreign language in the virtual world Second Life. The theoretical part provides an overview of selected issues related to the four ID factors in question (e.g., definitions, models, sources, types, empirical investigations). The empirical part reports the findings of a research project which aimed to examine the changing nature of WTC, motivation, boredom and language anxiety experienced by six English majors during their visits to the said virtual world, the main contributors to the changes in the levels of the constructs under investigation, as well as their relationships. The book closes with the discussion of directions for further research as well as pedagogical implications.

✦ Table of Contents

Preface
Contents
1 The Constructs of Willingness to Communicate, Motivation, Language Anxiety and Boredom: Overview of Selected Issues
1.1 Introduction
1.2 Willingness to Communicate
1.2.1 Origins and Definitions of WTC
1.2.2 WTC Models
1.2.3 Variables Influencing WTC
1.3 Motivation
1.3.1 Definitions of Motivation
1.3.2 Different Theoretical Frameworks and Concepts of Motivation
1.3.3 Motivation and WTC
1.4 Language Anxiety
1.4.1 Definitions of Language Anxiety
1.4.2 Types of Language Anxiety
1.4.3 Sources of Language Anxiety and Their Effects on Language Learning
1.4.4 Major Approaches to Language Anxiety
1.5 Boredom
1.5.1 Definitions of Boredom
1.5.2 Different Faces of Boredom
1.5.3 Causes of Boredom in View of Major Models and Theories of Boredom
1.6 Conclusion
2 Empirical Investigations into WTC, Motivation, Language Anxiety and Boredom in Traditional and Digital Contexts
2.1 Introduction
2.2 Willingness to Communicate
2.2.1 WTC in Traditional Contexts
2.2.2 WTC in Digital Contexts
2.3 Motivation
2.3.1 Motivation in Traditional Contexts
2.3.2 Motivation in Digital Contexts
2.4 Language Anxiety
2.4.1 Language Anxiety in Traditional Contexts
2.4.2 Language Anxiety in Digital Contexts
2.5 Boredom
2.5.1 Boredom in Traditional Contexts
2.5.2 Boredom in Digital Contexts
2.6 Conclusion
3 Design of the Study
3.1 Introduction
3.2 Aims and Research Questions
3.3 Participants
3.4 Learning Context
3.5 Data Collection Instruments
3.5.1 Background Questionnaire
3.5.2 Learning Style Survey
3.5.3 Session Log
3.5.4 Semi-structured Interview
3.6 Data Analysis
3.7 Conclusion
4 Findings of the Study
4.1 Introduction
4.2 Wynona
4.2.1 Variation in WTC, Motivation, Boredom and Language Anxiety Levels During Visits
4.2.2 Variation in WTC, Motivation, Boredom and Language Anxiety Levels from One Visit to Another
4.2.3 Wynona’s Immediate Accounts of Her Visits to SL
4.2.4 Wynona’s Introspective Account of Her Sessions in SL
4.3 Dakota
4.3.1 Variation in WTC, Motivation, Boredom and Language Anxiety Levels During Visits
4.3.2 Variation in WTC, Motivation, Boredom and Language Anxiety Levels from One Visit to Another
4.3.3 Dakota’s Immediate Accounts of Her Visits to SL
4.3.4 Dakota’s Introspective Account of Her Sessions in SL
4.4 Latoya
4.4.1 Variation in WTC, Motivation, Boredom and Language Anxiety Levels During Visits
4.4.2 Variation in WTC, Motivation, Boredom and Language Anxiety Levels from One Visit to Another
4.4.3 Latoya’s Immediate Accounts of Her Visits to SL
4.4.4 Latoya’s Introspective Account of Her Sessions in SL
4.5 Phillipa
4.5.1 Variation in WTC, Motivation, Boredom and Language Anxiety Levels During Visits
4.5.2 Variation in WTC, Motivation, Boredom and Language Anxiety Levels from One Visit to Another
4.5.3 Phillipa’s Immediate Accounts of Her Visits to SL
4.5.4 Phillipa’s Introspective Account of Her Sessions in SL
4.6 Montana
4.6.1 Variation in WTC, Motivation, Boredom and Language Anxiety Levels During Visits
4.6.2 Variation in WTC, Motivation, Boredom and Language Anxiety Levels from One Visit to Another
4.6.3 Montana’s Immediate Accounts of Her Visits to SL
4.6.4 Montana’s Introspective Account of Her Sessions in SL
4.7 Betty
4.7.1 Variation in WTC, Motivation, Boredom and Language Anxiety Levels During Visits
4.7.2 Variation in WTC, Motivation, Boredom and Language Anxiety Levels from One Visit to Another
4.7.3 Betty’s Immediate Accounts of Her Visits to SL
4.7.4 Betty’s Introspective Account of Her Sessions in SL
4.8 Discussion of the Findings
4.8.1 RQ 1: How Do Levels of WTC, Motivation, Boredom and Language Anxiety Change in the Course of a Single Session in SL?
4.8.2 RQ 2: How Do Levels of WTC, Motivation, Boredom and Language Anxiety Change from One Session in SL to Another?
4.8.3 RQ 3: What Is the Relationship Between and/or Among WTC, Motivation, Boredom and Language Anxiety and Does that Relationship Change Over Time?
4.8.4 RQ 4: What Influences Are Responsible for These Changes in the Participants’ WTC, Motivation, Boredom and Language Anxiety?
4.9 Limitations
4.10 Conclusion
5 Conclusions, Pedagogical Implications and Directions for Future Research
Appendix A
Appendix B
Appendix C
References