Face-To-Face Or Online Speaking Practice: A Comparison of Students’ Foreign Language Classroom Anxiety Level

Yaniafari, Rahmati Putri; Rihardini, Ajeng Ayu

doi:10.30762/jeels.v8i1.3058

Cited by 10 publications

(9 citation statements)

References 26 publications

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“…The second mechanism is that in a virtual environment, players are represented by avatars, which can create a sense of anonymity that can increase enjoyment of the experience [ 63 ]. Furthermore, learners in a traditional face-to-face learning environment have reported that they may feel self-conscious about speaking up in front of others, fearing judgment or criticism [ 64 ]. Based on Chen and Kent [ 65 ], one reason can be that the anonymity provided through avatars can create a sense of security that can shield learners from feeling embarrassed or singled out when making mistakes.…”

Section: Discussionmentioning

confidence: 99%

The effect of using desktop VR to practice preoperative handovers with the ISBAR approach: a randomized controlled trial

Andreasen,

Berg,

Steinsbekk

et al. 2023

BMC Med Educ

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Aim The aim was to investigate whether second-year undergraduate nursing students practicing the Identification-Situation-Background-Assessment-Recommendation (ISBAR) communication approach in a desktop virtual reality (VR) application had a non-inferior learning outcome compared with the traditional paper-based method when sorting patient information correctly based on the ISBAR structure. Methods A non-inferior parallel group assessor blinded randomized controlled trial, conducted in simulation sessions as part of preparation for clinical placements in March and April 2022. After a 20-minute introductory session, the participants were randomized to self-practice the ISBAR approach for 45 minutes in groups of three in either an interactive desktop VR application (intervention) or traditional paper-based (TP) simulation. The primary outcome concerned the proportion of nursing students who sorted all 11 statements of patient information in the correct ISBAR order within a time limit of 5 min. The predefined, one-sided, non-inferiority limit was 13 percentage points in favor of traditional paper-based simulation. Results Of 210 eligible students, 175 (83%) participated and were allocated randomly to the VR (N = 87) or TP (N = 88) group. Practicing in the desktop VR application (36% of everything correct) was non-inferior to the traditional paper-based method (22% everything correct), with a difference of 14.2 percentage points (95% CI 0.7 to 27.1) in favor of VR. The VR group repeated the simulation 0.6 times more (95% CI 0.5 to 0.7). Twenty percent more (95% CI 6.9 to 31.6) of the students in the VR group reported liked how they practiced. All the other outcomes including the System Usability Scale indicated non-inferiority or were in favor of VR. Conclusions Self-practicing with the ISBAR approach in desktop VR was non-inferior to the traditional paper-based method and gave a superior learning outcome. Trial registration number ISRCTN62680352 registered 30/05/2023.

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Section: Discussionmentioning

confidence: 99%

The effect of using desktop VR to practice preoperative handovers with the ISBAR approach: a randomized controlled trial

Andreasen,

Berg,

Steinsbekk

et al. 2023

BMC Med Educ

View full text Add to dashboard Cite

show abstract

“…The second mechanism is that in a virtual environment, players are represented by avatars, which can create a sense of anonymity that can increase enjoyment of the experience (58). Furthermore, learners in a traditional face-to-face learning environment have reported that they may feel self-conscious about speaking up in front of others, fearing judgment or criticism (59). Based on Chen and Kent (60), one reason can be that the anonymity provided through avatars can create a sense of security that can shield learners from feeling embarrassed or singled out when making mistakes.…”

Section: Potential Mechanisms Behind the Ndingsmentioning

confidence: 99%

The effect of using desktop VR to practice preoperative handovers with the ISBAR approach: a randomized controlled trial

Andreasen

Berg

Steinsbekk

et al. 2023

Preprint

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Aim The aim was to investigate whether second-year undergraduate nursing students practicing the Identification-Situation-Background-Assessment-Recommendation (ISBAR) communication approach in a desktop virtual reality (VR) application had a non-inferior learning outcome compared with the traditional paper-based method when sorting patient information correctly based on the ISBAR structure. Methods A non-inferior parallel group assessor blinded randomized controlled trial, conducted in simulation sessions as part of preparation for clinical placements in March and April 2022. After a 20-minute introductory session, the participants were randomized to self-practice the ISBAR approach for 45 minutes in groups of three in either an interactive desktop VR application (intervention) or traditional paper-based (TP) simulation. The primary outcome concerned the proportion of nursing students who sorted all 11 statements of patient information in the correct ISBAR order within a time limit of five minutes. The predefined, one-sided, non-inferiority limit was 13 percentage points in favor of traditional paper-based simulation. Results Of 210 eligible students, 175 (83%) participated and were allocated randomly to the VR (N = 87) or TP (N = 88) group. Practicing in the desktop VR application (36% of everything correct) was non-inferior to the traditional paper-based method (22% everything correct), with a difference of 14.2 percentage points (95% CI 0.7 to 27.1) in favor of VR. The VR group repeated the simulation 0.6 times more (95% CI 0.5 to 0.7). Twenty percent more (95% CI 6.9 to 31.6) of the students in the VR group reported liked how they practiced. All the other outcomes including the System Usability Scale indicated non-inferiority or were in favor of VR. Conclusions Self-practicing with the ISBAR approach in desktop VR was non-inferior to the traditional paper-based method and gave a superior learning outcome. Trial registration number: ISRCTN62680352 registered 30/05/2023.

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“…Interaksi sosial juga dapat meningkatkan rasa percaya diri siswa dalam berkomunikasi dalam bahasa target. Ketika siswa merasa nyaman berbicara dan berinteraksi dengan teman sekelas dalam bahasa Korea, mereka cenderung lebih berani dalam menggunakan bahasa tersebut di berbagai situasi (Omar et al, 2020;Yaniafari & Rihardini, 2021). Rasa percaya diri ini merupakan faktor penting dalam pengembangan keterampilan berbahasa yang baik.…”

Section: Interaksi Sosialunclassified

Korean dramas as media to increase daily speaking skills in Higher Education

Pujianti,

Weningdrya

2023

inov. kurikulum

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This research adopts a quantitative approach to investigate the effect of watching Korean dramas on the use of words and speaking style in the daily lives of university students. A total of 27 respondents were selected as the sample for this study. Data were collected through a questionnaire that included questions about the students' habits of watching Korean dramas, the influence on their word usage and speaking style, as well as their motivation to further study the Korean language and culture after watching the dramas. The findings indicate that the respondents showed a high level of interest in Korean dramas, with a majority using Netflix as their primary platform for watching. On average, the respondents spent 1-4 hours per day watching Korean dramas. The research also revealed that Korean dramas had a positive contribution to enriching the respondents' vocabulary and speaking style. Although not all respondents mastered a large number of words from watching Korean dramas, some of them were able to develop a considerable command of the Korean language. Additionally, a small percentage of respondents successfully adopted the speaking style and language from the dramas.

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Face-To-Face Or Online Speaking Practice: A Comparison of Students’ Foreign Language Classroom Anxiety Level

Cited by 10 publications

References 26 publications

The effect of using desktop VR to practice preoperative handovers with the ISBAR approach: a randomized controlled trial

The effect of using desktop VR to practice preoperative handovers with the ISBAR approach: a randomized controlled trial

The effect of using desktop VR to practice preoperative handovers with the ISBAR approach: a randomized controlled trial

Korean dramas as media to increase daily speaking skills in Higher Education

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