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Effects of Experiencing Authentic Contexts on English Speaking Performances, Anxiety and Motivation of EFL Students with Different Cognitive Styles

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Title: Effects of Experiencing Authentic Contexts on English Speaking Performances, Anxiety and Motivation of EFL Students with Different Cognitive Styles
Language: English
Authors: Chen, Mei-Rong Alice (ORCID 0000-0003-2722-0401), Hwang, Gwo-Jen (ORCID 0000-0001-5155-276X)
Source: Interactive Learning Environments. 2022 30(9):1619-1639.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: English (Second Language), Educational Technology, Computer Simulation, Program Effectiveness, Speech Communication, Anxiety, Cognitive Style, Multimedia Instruction, Learning Motivation, Public Speaking, Interaction, Foreign Countries, College Students
Geographic Terms: Taiwan
Assessment and Survey Identifiers: Group Embedded Figures Test
DOI: 10.1080/10494820.2020.1734626
ISSN: 1049-4820
1744-5191
Abstract: English speaking is a challenging learning objective for EFL (English as Foreign Language) learners owing to the lack of practicing environments. In this study, Interactive Spherical Video-based Virtual Reality (ISVVR) was adopted as the learning mode to provide realistic sociocultural contexts for English speaking. In addition, an experiment was conducted to investigate the effects of the SVVR approach on the English speaking performances and anxiety of the EFL students with different cognitive styles. A pretest-posttest quasi-experimental design was conducted to investigate the effects of the interaction between cognitive style and multimedia learning mode on students' learning motivation, speaking anxiety, oral presentation, and move analysis. The student sample consisted of two classes of 93 students. All of the students took the Group Embedded Figures Test (GEFT) to identify whether their cognitive style was field dependent or independent. The results showed a significant effect for the interaction between the cognitive styles and the learning modes on the students' oral presentation and speaking anxiety. Their structural moves in oral presentations with the ISVVR learning mode showed more similar spoken genre patterns to those of TED speakers. Findings further support the benefit of incorporating cognitive styles into the ISVVR learning mode for EFL learners.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1369314
Database: ERIC
FullText Text:
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  Data: Effects of Experiencing Authentic Contexts on English Speaking Performances, Anxiety and Motivation of EFL Students with Different Cognitive Styles
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  Data: <searchLink fieldCode="AR" term="%22Chen%2C+Mei-Rong+Alice%22">Chen, Mei-Rong Alice</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2722-0401">0000-0003-2722-0401</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hwang%2C+Gwo-Jen%22">Hwang, Gwo-Jen</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5155-276X">0000-0001-5155-276X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Interactive+Learning+Environments%22"><i>Interactive Learning Environments</i></searchLink>. 2022 30(9):1619-1639.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 21
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  Label: Publication Date
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Communication%22">Speech Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Instruction%22">Multimedia Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Speaking%22">Public Speaking</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink>
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  Label: Abstract
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  Data: English speaking is a challenging learning objective for EFL (English as Foreign Language) learners owing to the lack of practicing environments. In this study, Interactive Spherical Video-based Virtual Reality (ISVVR) was adopted as the learning mode to provide realistic sociocultural contexts for English speaking. In addition, an experiment was conducted to investigate the effects of the SVVR approach on the English speaking performances and anxiety of the EFL students with different cognitive styles. A pretest-posttest quasi-experimental design was conducted to investigate the effects of the interaction between cognitive style and multimedia learning mode on students' learning motivation, speaking anxiety, oral presentation, and move analysis. The student sample consisted of two classes of 93 students. All of the students took the Group Embedded Figures Test (GEFT) to identify whether their cognitive style was field dependent or independent. The results showed a significant effect for the interaction between the cognitive styles and the learning modes on the students' oral presentation and speaking anxiety. Their structural moves in oral presentations with the ISVVR learning mode showed more similar spoken genre patterns to those of TED speakers. Findings further support the benefit of incorporating cognitive styles into the ISVVR learning mode for EFL learners.
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  Data: 2023
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  Data: EJ1369314
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        Value: 10.1080/10494820.2020.1734626
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      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Educational Technology
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      – SubjectFull: Computer Simulation
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      – SubjectFull: Cognitive Style
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      – SubjectFull: Multimedia Instruction
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      – SubjectFull: Learning Motivation
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      – SubjectFull: Public Speaking
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      – SubjectFull: Foreign Countries
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      – SubjectFull: College Students
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      – SubjectFull: Taiwan
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      – SubjectFull: Group Embedded Figures Test
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      – TitleFull: Effects of Experiencing Authentic Contexts on English Speaking Performances, Anxiety and Motivation of EFL Students with Different Cognitive Styles
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