The authenticity-anxiety paradox: the quest for authentic second language communication and reduced foreign language anxiety in virtual environments

Scott Grant, Hui Huang, Sarah Pasfield-Neofitou

Research output: Contribution to journalArticleResearchpeer-review

Abstract

In this amplification of an earlier comparative study into technical and foreign language anxiety in a virtual environment and the traditional classroom, the authenticity of the virtual environment and of the communicative interaction that occurs within that environment stand out as a significant factors associated with reduced foreign language anxiety. Students feelings about the authenticity of typed text-chat and of communication with their non-player character interlocutors in the virtual environment in comparison to real world communication is highly related to the foreign language anxiety they experience: the more similar they perceive these two contexts, the more likely they are to transfer feelings of anxiety related to speaking a foreign language to the virtual environment, even though perceived similarities between the real and virtual world were found to lead to greater engagement in learning in the virtual environment.
Original languageEnglish
Pages (from-to)23 - 32
Number of pages10
JournalProcedia Technology
Volume13
Issue number2014
DOIs
Publication statusPublished - 2014

Cite this

@article{f4adb8082f7348338b24d60721f57043,
title = "The authenticity-anxiety paradox: the quest for authentic second language communication and reduced foreign language anxiety in virtual environments",
abstract = "In this amplification of an earlier comparative study into technical and foreign language anxiety in a virtual environment and the traditional classroom, the authenticity of the virtual environment and of the communicative interaction that occurs within that environment stand out as a significant factors associated with reduced foreign language anxiety. Students feelings about the authenticity of typed text-chat and of communication with their non-player character interlocutors in the virtual environment in comparison to real world communication is highly related to the foreign language anxiety they experience: the more similar they perceive these two contexts, the more likely they are to transfer feelings of anxiety related to speaking a foreign language to the virtual environment, even though perceived similarities between the real and virtual world were found to lead to greater engagement in learning in the virtual environment.",
author = "Scott Grant and Hui Huang and Sarah Pasfield-Neofitou",
year = "2014",
doi = "10.1016/j.protcy.2014.02.005",
language = "English",
volume = "13",
pages = "23 -- 32",
journal = "Procedia Technology",
issn = "2212-0173",
publisher = "Elsevier",
number = "2014",

}

The authenticity-anxiety paradox: the quest for authentic second language communication and reduced foreign language anxiety in virtual environments. / Grant, Scott; Huang, Hui; Pasfield-Neofitou, Sarah.

In: Procedia Technology, Vol. 13, No. 2014, 2014, p. 23 - 32.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - The authenticity-anxiety paradox: the quest for authentic second language communication and reduced foreign language anxiety in virtual environments

AU - Grant, Scott

AU - Huang, Hui

AU - Pasfield-Neofitou, Sarah

PY - 2014

Y1 - 2014

N2 - In this amplification of an earlier comparative study into technical and foreign language anxiety in a virtual environment and the traditional classroom, the authenticity of the virtual environment and of the communicative interaction that occurs within that environment stand out as a significant factors associated with reduced foreign language anxiety. Students feelings about the authenticity of typed text-chat and of communication with their non-player character interlocutors in the virtual environment in comparison to real world communication is highly related to the foreign language anxiety they experience: the more similar they perceive these two contexts, the more likely they are to transfer feelings of anxiety related to speaking a foreign language to the virtual environment, even though perceived similarities between the real and virtual world were found to lead to greater engagement in learning in the virtual environment.

AB - In this amplification of an earlier comparative study into technical and foreign language anxiety in a virtual environment and the traditional classroom, the authenticity of the virtual environment and of the communicative interaction that occurs within that environment stand out as a significant factors associated with reduced foreign language anxiety. Students feelings about the authenticity of typed text-chat and of communication with their non-player character interlocutors in the virtual environment in comparison to real world communication is highly related to the foreign language anxiety they experience: the more similar they perceive these two contexts, the more likely they are to transfer feelings of anxiety related to speaking a foreign language to the virtual environment, even though perceived similarities between the real and virtual world were found to lead to greater engagement in learning in the virtual environment.

UR - http://tinyurl.com/pmhsxuk

U2 - 10.1016/j.protcy.2014.02.005

DO - 10.1016/j.protcy.2014.02.005

M3 - Article

VL - 13

SP - 23

EP - 32

JO - Procedia Technology

JF - Procedia Technology

SN - 2212-0173

IS - 2014

ER -