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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
이주희고유정
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
영어교육, v.78, no.4, pp 219 - 248
Pages
30
Indexed
SCOPUS
KCI
Journal Title
영어교육
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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