Reducing students’ foreign language anxiety to improve English vocabulary learning in an online simulation game

Abstract

Foreign Language Anxiety (FLA) is considered a central affective factor influencing English as a Foreign Language (EFL) learning. This study thus developed an online simulation game to create a virtually situated learning environment for reducing EFL primary school students’ FLA levels and improving their English vocabulary learning. A total of 110 fifth graders from four classes participated in this study. Two classes were randomly assigned to the experimental group (N = 57) using the online simulation game, and the other two classes were the control group (N = 53) using onsite instruction. Each participant was then classified as a low, moderate, or high anxiety student based on the Foreign Language Classroom Anxiety Scale (FLCAS). This study found that, compared to the onsite instruction, the online simulation game more effectively assisted the low, moderate, and high anxiety students in reducing their FLA. Situated learning in the online simulation game made a connection between English vocabulary learning and the real world explicitly and visibly, which could further promote their English vocabulary learning. In particular, the moderate and high anxiety students’ English vocabulary learning was significantly improved after the online simulation game. These results suggest that an online simulation game can create a situated learning environment that helps reduce EFL students’ FLA and subsequently facilitate their English vocabulary learning.

Keywords:

• English vocabulary learning
• foreign language anxiety (FLA)
• primary school students
• simulation game
• situated learning

Acknowledgement

This research was supported by the Ministry of Science and Technology in the Republic of China (Taiwan) under project numbers (107-2511-H-224-006-MY2 and 109-2511-H-224-007-MY3).

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Yu-Fen Yang

Yu-Fen Yang is a distinguished professor in the Graduate School of Applied Foreign Languages at National Yunlin University of Science and Technology (YunTech) in Taiwan. Her research focus is mainly on computer-assisted language learning (CALL), instructional design, digital game-based language learning, story writing, and language assessment. Along with the development of CALL systems, she has published related manuscripts in international journals.

Wen-Min Hsieh

Wen-Min Hsieh is an assistant professor at the Department of Applied Foreign Languages, National Yunlin University of Science and Technology. Her research interests include computer-assisted language learning, teacher preparation, technology-supported language teaching and learning, instructional design, and teacher cognition.

Wing-Kwong Wong

Wing-Kwong Wong is an associate professor in the Department of Electronics Engineering at National Yunlin University of Science and Technology (YunTech) in Taiwan. His research interest is mainly on artificial intelligence, robots, and e-learning.

Yi-Chun Hong

Yi-Chun (Shelly) Hong is an assistant professor of Division of Educational Leadership & Innovation of Mary Lou Fulton Teachers College of Arizona State University, USA. She specifically considers the elements that facilitate and support students’ promotive interactions to understand the interaction patterns among students and between the instructors and students in online collaborative learning activities.

Siao-Cing Lai

Siao-Cing Lai is a research assistant at National Yunlin University of Science and Technology (YunTech).