Abstract
Argumentative writing is a vital skill for many undergraduate students taking English Mediated Instruction (EMI) courses and high-stakes English proficiency tests. However, the organization, complex grammatical structures, and logical argument structure are difficult for English second language learners, and are known to cause higher levels of writing anxiety. Research suggests that writing projects increase self-efficacy and help second language learners with writing anxiety. Recently, research into Immersive Virtual Reality (IVR) for writing has demonstrated increased student motivation, self-efficacy and interest. To help undergraduate students develop argumentative essays, and investigate the effects of IVR-assisted writing projects on second language writing anxiety, we developed IVR 360-degree learning environments which focused on local social issues in an East Asian country. An experimental group of 15 students created argumentative essays with IVR learning environments while a control group of 15 wrote argumentative essays with traditional instruction over 14 weeks. Pre and post instruction writing tests were used alongside a pre and post writing anxiety questionnaire. Repeated measures ANCOVAs revealed that the experimental group improved in writing quality, structure, idea development, and vocabulary. However, there were no significant differences in grammar or coherence. The experimental group also showed a significant decrease in writing anxiety. Follow-up interviews indicated students had higher levels of writing motivation, interest, and topic knowledge. The experimental group also believed their writing skills increased after the training but experienced difficulties using IVR for long periods. To alleviate this problem, the students and instructor developed procedures for combining IVR with other writing activities.
Presenters
Neil BarrettAssociate Professor, Center for Bilingual Education, Southern Taiwan University of Science and Technology, Tainan, Taiwan
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Past and Present in the Humanistic Education
KEYWORDS
IMMERSIVE VIRTUAL REALITY, ARGUMENTATIVE WRITING, WRITING ANXIETY, SECOND LANGUAGE WRITING
