Primary school students’ foreign language anxiety in collaborative and individual digital game-based learning

Abstract

Few studies have focused on the comparison between collaborative and individual digital game-based learning (DGBL) performance for students who study English as a Foreign Language (EFL). In collaborative DGBL, how the composition of foreign language anxiety (FLA) within groups of students affects students’ performance remains uncertain. This study aimed to examine the effects of anxiety composition on DGBL performance of primary school students with different FLA levels to inform collaborative DGBL instruction. Ninety-six fifth-graders from four classes were identified as low, moderate, and high anxiety students according to Foreign Language Classroom Anxiety Scale (FLCAS). Two classes were randomly assigned into collaborative DGBL while the other two classes in individual DGBL. The students in the collaborative DGBL were further grouped into 12 heterogeneous groups with anxiety composition of Low & Moderate (LM), Low & High (LH), Moderate & High (MH), and Low, Moderate & High (LMH). Those in the individual DGBL underwent individual gameplay learning. It was found that either collaborative or individual DGBL effectively assisted the students to reduce their FLA. The results also showed that the students in the heterogeneous groups generally had better DGBL performance than those who worked individually. Particularly, groups with anxiety composition of LM outperformed those with LH, those with MH, and those with LMH. The study suggests group composition be considered a critical factor that may enhance students’ learning with FLA in collaborative DGBL.

Keywords:

• Collaborative learning
• digital game-based learning (DGBL)
• foreign language anxiety (FLA)
• group composition
• individual learning

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

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

Notes on contributors

Yu-Fen Yang

Dr. Yu-Fen Yang is 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, and language assessment. Along with the development of CALL systems, she has published related manuscripts in international journals.

Alexis P.I. Goh

Dr. Alexis P. I. Goh is assistant professor at the College of Future at National Yunlin University of Science and Technology in Taiwan. Her research is of interdisciplinary nature and includes intercultural competency, gender issues in STEM education, and computer-assisted language learning (CALL).

Yi-Chun Hong

Yi-Chun (Shelly) Hong is assistant professor of Division of Educational Leadership & Innovation of Mary Lou Fulton Teachers College of Arizona State University, U.S.A. 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.

Nian-Shing Chen

Nian-Shing Chen is Chair Professor at the National Taiwan Normal University. His current research interests include educational robots and game-based learning. Professor Chen is a golden core member of IEEE, ACM and the former Chair of the IEEE Technical Committee on Learning Technology.