Embodied English Grammar Learning: Language Learning Anxiety Predicts Learning Progress Mediated by State Anxiety and Flow

Abstract

Can shaking electronic devices (e.g., Pads or smartphones) affect participants’ embodied learning? To address this question, in this study we designed an application (app) named “Shaking-On” for students to answer quizzes, and applied the achievement emotion theory to design the research model. To understand whether activated/ deactivated emotions have positive/negative impacts on the learning process, the present study involved a 3-week teaching experiment with participants using Shaking-On during class for 15 minutes per week, totaling 45 minutes. The 288 seventh graders from three junior high schools were randomly selected to join this experiment, and 231 data were usefully returned. Questionnaires underwent reliability and validity testing for research model verification, and the results showed that the learners’ English learning anxiety was positively associated with their anxiety about using Shaking-On to take quizzes, but was negatively related to flow state while taking quizzes using Shaking-On. Their test anxiety was negatively associated with their learning progress, whereas their flow state was positively related to their learning progress. The results of this study imply that English as a second/foreign language teachers can use Shaking-On to reduce students’ state anxiety and promote their flow state and learning progress. Results indicate that adopting game-based learning enables students to be immersed in the learning process and enhances learning outcomes.