Effects of Self-Regulation, Goal Orientation, and Anxiety on EFL Speaking in Metaverse and Face-to-Face ContextsEffects of Self-Regulation, Goal Orientation, and Anxiety on EFL Speaking in Metaverse and Face-to-Face Contexts
- Other Titles
- Effects of Self-Regulation, Goal Orientation, and Anxiety on EFL Speaking in Metaverse and Face-to-Face Contexts
- Authors
- 이주희; 고유정
- Issue Date
- Dec-2023
- Publisher
- 한국영어교육학회
- Keywords
- metaverse; face-to-face learning; self-regulation; goal orientation; speaking anxiety; speaking performance; EFL middle school students
- Citation
- English Teaching, v.78, no.4, pp 219 - 248
- Pages
- 30
- Indexed
- SCOPUS
KCI
- Journal Title
- English Teaching
- Volume
- 78
- Number
- 4
- Start Page
- 219
- End Page
- 248
- URI
- https://scholarworks.gnu.ac.kr/handle/sw.gnu/69387
- DOI
- 10.15858/engtea.78.4.202312.219
- ISSN
- 1017-7108
2671-9312
- Abstract
- This study aimed to compare the effects of self-regulation, goal orientation, and speaking anxiety on speaking performance between metaverse and face-to-face contexts. We randomly assigned 253 Korean middle school students to either metaverse or face-to-face groups for 12 weeks of English-speaking lessons. Before and after the experiment, students completed speaking tests and submitted a post-questionnaire. Structural equation modeling and multi-group analysis revealed that student attributes had a similar impact on speaking performance in both settings. Specifically, self-regulation and mastery goal orientation positively influenced speaking performance, while speaking anxiety had a negative effect, regardless of the context. Furthermore, self-regulation played a mediating role in reducing speaking anxiety in both settings. This implies that metaverse-mediated and face-to-face classes offer similar learning environments, where students can leverage their goal orientation and self-regulation skills to manage speaking anxiety. Ultimately, students can enhance their speaking performance by employing self-regulation strategies and nurturing a mastery goal orientation, irrespective of the learning context.
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