虚拟现实环境中大学生英语学习观与学习投入研究

Exploring Chinese EFL Learners’ Conceptions of and Engagement in a Self-Developed 3D Virtual Environment

本文基于情境学习理论,依托虚拟现实技术,结合大学英语拓展类课程展开研究。首先,采用问卷调查探究虚拟现实环境中英语学习观与学习投入的构成要素和结构关系。随后,通过焦点团体收集质性数据,论证虚拟现实环境促进英语学习感知与学习投入的优势与挑战。研究结果显示,大学生对虚拟现实环境促进英语学习的认识包括:促进临场感、提升注意力、增强学习动机、加深理解与拓展学习以及促进探索互动。虚拟现实环境中的学习投入则包括:认知投入、情感投入、行为投入与社会性投入。回归分析显示,虚拟现实环境对增强英语学习动机的积极作用是预测大学生学习投入最主要的因素。虚拟现实环境在增强学习动机方面表现越出色,学生在认知、情感和社会性投入的感知就越正向。虚拟现实中情景丰富、难度各异的学习任务,能有效增强学生的英语学习动机以及学习感知,进而提升其学习投入。虚拟现实应用于语言教学面临的主要挑战在于教学设计的合理性、技术保障的有效性以及学生对新兴技术的适应性。希望本研究有助于深入理解虚拟现实环境中大学生的英语学习心理与行为,优化沉浸体验式的英语教学设计以及虚拟仿真实验教学平台的研发与应用。

Based on the situated learning theory,this study conducted a mixed-methods research on an elective English language course adopting a 3 D Virtual Environment( 3 DVE). At first, questionnaires were administered to explore the factorial structures of learners’ conceptions of and engagement in the 3 DVE. Then,qualitative data were collected through focus group to probe the strengths and challenges of the 3 DVE for promoting learners’ conceptions of English language learning and their engagement. The quantitative results indicated that learners’ conceptions of the 3 DVE include five factors, namely their beliefs in the 3 DVE for improving presence,motivation,attention,interaction,and deepening understanding and extending learning.R egression analysis revealed that learners’ motivation in the 3 DVE is the most influential factor which can positively predict their engagement,which are cognitive,behavioral,emotional and social. To be specific,highlymotivated language learners in the virtual reality( VR)environment would be more engaged cognitively,emotionally and socially. Qualitative results showed that the VR-supported learning environment provided rich learning scenarios and various types of learning tasks to improve learners’ English learning motivation,learning cognition and further promote their learning engagement.However, howto implement reasonable instructional designs and develop more stable learning platforms for the learners still remain as great challenges for the application of VR in English language education. Moreover,learners’ adaptability to the VR technologies should also be taken into consideration. The study provided insightful implications for a better understanding of language learners’ psychology and behavior in the 3 DVE.Pedagogical implications were proposed for better designing and developing VR-supported learning environments for learners of English as a foreign language.