Abstract
This study investigates the impact of a 3D virtual learning environment based on Second Life on student motivation and achievement in learning English as a second language. Twenty-one university students participate in this study, with the support of an English instructor. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to evaluate students’ intrinsic and extrinsic goal orientation and self-efficacy in Second Life. The pre-test and post-test were used to assess students’ learning achievement. The results showed that students’ intrinsic and extrinsic goal orientations in English learning in Second Life had a positive influence on their self-efficacy. In addition, students’ self-efficacy of English learning in Second Life was found to positively relate to their learning achievement. Moreover, students’ intrinsic and extrinsic goal orientations were found to significantly influence their learning achievement via self-efficacy. In other words, instructors can utilize Second Life to enhance student motivation and achievement in English learning.
Highlights
Most learning activities for learning English as a second language occur in classrooms
The results indicated that the intrinsic goal orientation of English learning in Second Life would influence learning achievement of English learning in Second Life via self-efficacy of English learning in Second Life, while extrinsic goal orientation of English learning in Second Life partially affected learning achievement of English learning in Second Life via self-efficacy of English learning in Second Life
A microgenetic qualitative analysis of student interviews and open-ended feedback indicated that most students feel that their motivation and achievement of English learning in Second Life is positive between pre-use and post-use in virtual worlds
Summary
Most learning activities for learning English as a second language occur in classrooms. Owing to the above factors, this research developed a 3D virtual learning environment based on Second Life to assist in student learning. Students can play a role and practice English in these environments to progress in English learning by studying in 3D virtual worlds (Burgess, Slate, Rojas-LeBouef, & LaPrairie, 2010). In this environment, students can learn without the limitation of time and space and gain more valuable knowledge in this environment than in traditional classrooms
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