논문 상세보기
pp.219-248
This study aimed to compare the effects of self-regulation, goal orientation, and speaking anxiety on speaking performance between metaverse and face-to-face contexts. We randomly assigned 253 Korean middle school students to either metaverse or face-toface groups for 12 weeks of English-speaking lessons. Before and after the experiment, students completed speaking tests and submitted a post-questionnaire. Structural equation modeling and multi-group analysis revealed that student attributes had a similar impact on speaking performance in both settings. Specifically, self-regulation and mastery goal orientation positively influenced speaking performance, while speaking anxiety had a negative effect, regardless of the context. Furthermore, self-regulation played a mediating role in reducing speaking anxiety in both settings. This implies that metaverse-mediated and face-to-face classes offer similar learning environments, where students can leverage their goal orientation and self-regulation skills to manage speaking anxiety. Ultimately, students can enhance their speaking performance by employing selfregulation strategies and nurturing a mastery goal orientation, irrespective of the learning context.
2. LITERATURE REVIEW
2.1. Metaverse-based Language Learning
2.2. Self-Regulated Learning
2.3. Goal Orientation
2.4. Speaking Anxiety
2.5. Links Among Self-Regulation, Goal Orientation, and Speaking Anxiety
2.6. The Current Study
3. METHODOLOGY
3.1. Participants and Research Context
3.2. Learning Contexts: Metaverse vs. Face-to-Face Classes
3.3. Instruments
3.4. Procedures
3.5. Data Analysis
4. RESULTS
4.1. Preliminary Analysis Results
4.2. Structural Models
4.3. Metaverse vs. Face-to-Face
5. DISCUSSION
5.1. Metaverse Versus Face-to-Face Contexts
5.2. Connections Between Student Attributes and Speaking Performance
6. CONCLUSION
