The impact of Chinese language lessons in a virtual world on university students' self-efficacy beliefs

  • Michael Henderson Monash University
  • Hui Huang Monash University
  • Scott Grant Monash University
  • Lyn Henderson James Cook University

Abstract

It was found in the two-year study reported in this article that a single collaborative language lesson using Second Lifecan result in a statistically significant increase in student self-efficacy beliefs across a range of specific and general language skills. However, students with different 'real life' prior experience varied in the durability of their language performance beliefs over time. A between-group analysis revealed differences in the pre- and post-tests, which is explained by the specificity of the curriculum - that is, the curriculum within the Second Life environment, and not just the environment itself, has a significant impact on student beliefs. This helps to dispel some critics' concerns about the pedagogical value of these environments. However, a within-group analysis revealed that students with infrequent experience of the 'real life' language context increased in their beliefs, while students with frequent experiences had similar initial responses to the other students, but were more varied in their responses over time. It is proposed that these variations over time are a result of an interaction between the domain specificity of the curriculum and authenticity, or in other words, salience of the enactive mastery experiences in Second Life with that of 'real life'.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biographies

Michael Henderson, Monash University
Senior Lecturer in ICT in Education
Faculty of Education, Monash University
Hui Huang, Monash University
Lecturer in Chinese Studies, School of Languages, Cultures and Linguistics, Monash University
Scott Grant, Monash University
Assistant Lecturer in Chinese Studies, School of Languages, Cultures and Linguistics, Monash University
Lyn Henderson, James Cook University
Associate Professor, School of Education, James Cook University
Published
2012-04-25
How to Cite
Henderson, M., Huang, H., Grant, S., & Henderson, L. (2012). The impact of Chinese language lessons in a virtual world on university students’ self-efficacy beliefs. Australasian Journal of Educational Technology, 28(3). https://doi.org/10.14742/ajet.842