Dynamicity of Perceived Willingness to Communicate, Motivation, Boredom and Anxiety in Second Life: The Case of Two Advanced Learners of English

Autor/in	Kruk, Mariusz
Titel	Dynamicity of Perceived Willingness to Communicate, Motivation, Boredom and Anxiety in Second Life: The Case of Two Advanced Learners of English
Quelle	In: Computer Assisted Language Learning, 35 (2022) 1-2, S.190-216 (27 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kruk, Mariusz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2019.1677722
Schlagwörter	Student Attitudes; Communication (Thought Transfer); Student Motivation; Attention Control; Anxiety; Computer Simulation; Technology Uses in Education; English (Second Language); Second Language Learning; College Students; Attitude Change; Electronic Learning; Foreign Countries; Poland + Suchen Sie Ihr Suchwort? Schülerverhalten; Communication; thought; Kommunikation; Gedanke; Schulische Motivation; Aufmerksamkeitstest; Angst; Computergrafik; Computersimulation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Collegestudent; Attitudinal change; Einstellungsänderung; Ausland; Polen
Abstract	The first part of the paper offers the characteristics of the affective variables of willingness to communicate, motivation, language anxiety and boredom as located within the framework of the complex dynamic systems. The second part aims to discuss the results of a study intended to examine the effect of "Second Life" on two English philology students' changes in the levels of willingness to communicate, motivation, language anxiety and boredom. The data collected via session logs underwent both quantitative and qualitative analysis. The results indicated changes in the levels of the variables in question both during single visits and from one visit to another. These changes in the constructs in question were affected by a number of positive (e.g. interesting topics, the possibility to discuss common interests, comprehending the output produced by interlocutors) and negative (e.g. unpleasant SL users, monotony, no willing to talk SL users, previous negative experience) factors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01