Exploring factors affecting communication in three-dimensional virtual worlds for second language learning: development and validation of a scale
Issued Date
2024-01-30
Resource Type
ISSN
20564880
eISSN
20564899
Scopus ID
2-s2.0-85183023432
Journal Title
International Journal of Information and Learning Technology
Volume
41
Issue
1
Start Page
86
End Page
98
Rights Holder(s)
SCOPUS
Bibliographic Citation
International Journal of Information and Learning Technology Vol.41 No.1 (2024) , 86-98
Suggested Citation
Wiboolyasarin K., Wiboolyasarin W., Kamonsawad R., Tiranant P., Boonyakitanont P., Jinowat N. Exploring factors affecting communication in three-dimensional virtual worlds for second language learning: development and validation of a scale. International Journal of Information and Learning Technology Vol.41 No.1 (2024) , 86-98. 98. doi:10.1108/IJILT-02-2023-0021 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/95954
Title
Exploring factors affecting communication in three-dimensional virtual worlds for second language learning: development and validation of a scale
Corresponding Author(s)
Other Contributor(s)
Abstract
Purpose: The use of three-dimensional virtual worlds (3DVWs) is increasingly becoming a common practice in language education to provide digital learning environments for second-language (L2) communicative classes. This study aimed to identify the key factors underlying communication in 3DVWs that can improve the communication skills of L2 learners. Design/methodology/approach: To achieve this, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to validate the identified factors affecting communication in 3DVWs. A self-reported questionnaire with 47 items on a five-point Likert scale was administered to 513 pre-service teachers, teachers and lecturers in the field of language education. Findings: The results of the EFA revealed four factors that contribute to communication in 3DVWs, namely learner motivation, interaction pattern, language development and learner autonomy. CFA results provided support for the updated model, with statistically significant Chi-square results (χ² (df = 83) = 181.049, p < 0.001) indicating a good fit between the model and the data. Originality/value: The findings suggest that the four EFA-derived parameters are valid and can assist instructional designers and L2 instructors in creating 3DVWs that enhance L2 learners' communication abilities. This study provides valuable insights for educators, instructional designers and researchers in the field of language education and technology-enhanced learning.