가상현실 활용 네트워크 기반 영어 교수·학습의 효과에 관한 연구

Abstract

This study aims to investigate the effects of virtual reality based CMC on English language learning. The study focused on two classroom contexts that differed in the use of CMC for pre-writing activities: a text-based CMC (NateOn) and a virtual reality (VR) based CMC (Google Lively). For data collection, college students enrolled in two writing classes were asked to take both reading and writing tests at the beginning and at the end of the semester as well as respond to questionnaires that measured English writing apprehension and language learning motivation. The students’ performance on the reading and the writing tests and their responses to the writing anxiety and the motivation scales were compared across the two different CMC contexts. The findings of the study indicated that the students’ reading and writing performance and affective responses did not vary according to contexts. In other words, the use of VR-based CMC did not bring significant changes in the students’ reading and writing proficiency and their affect, such as writing apprehension and learning motivation. However, according to descriptive statistics, their writing proficiency differed across classroom contexts. The students in the VR-based CMC group performed better than those who used a text-based CMC.