Exploring EFL learners' acceptance and cognitive absorption at VR-Based language learning: A survey and experimental study.

This study aimed to explore the applicability of VR-based language learning in an EFL context. An online survey was conducted to understand the structural relationship between EFL learners' cognitive absorption, behavioral intention to use VR for English learning, and perceptions regarding the sense of immersion created by VR. The hedonic motivation system adoption model (HMSAM) was adopted, and 230 valid responses were retrieved for statistical analyses. The results showed that most constructs of HMSAM, namely, perceived ease of use, perceived usefulness, curiosity, joy, control, behavioral intention to use, and immersion, were significantly associated with other constructs. VR's immersion had a positive significant influence on the behavioral intention of EFL learners to engage in VR-based language learning. It was revealed that curiosity was not a significant predictor for immersion. Moreover, a within-subject neurophysiological experiment was conducted with 33 EFL learners who experienced both VR-based and non-VR-based settings to examine the influence of VR technologies on their cognitive absorption and learning outcomes. Results demonstrated that VR did increase the participants' cognitive absorption; furthermore, participants had better retention about the learned contents in VR-based setting. The findings have practical and theoretical implications based on the findings of the survey and experiment.

Enhancing EFL Learners' Self-Efficacy Beliefs of Learning English with Emoji Feedbacks in CALL: Why and How.

Encouraging feedback positively affects learners' self-efficacy; in language learning, self-efficacy predicts language learner performance and behavior. Our research involved three studies to expand knowledge about why and how we can enhance English as a Foreign Language (EFL) learners' self-efficacy beliefs in online settings. In Study 1, based on an online survey with 310 participants, we ascertained the extent to which EFL learners with greater self-efficacy tend to challenge themselves by learning content that requires a proficiency level that is higher than their current proficiency. In Study 2, we recruited 120 EFL learners; the results indicate that positive feedback via emojis embedded in online courses could significantly boost EFL learners' self-efficacy beliefs about learning English. Study 3 involved 35 participants and extended the understanding provided by the first two studies, showing that EFL learners not only like to use emojis for computer-mediated communication (CMC), but also prefer to receive them as feedback. This research adds to knowledge on "why" and "how" we can enhance EFL learners' self-efficacy beliefs in online contexts. We systematically provide empirical evidence regarding the aforementioned issues and demonstrate that positive feedback through emojis has great potential to enhance EFL learners' self-efficacy, even when such feedback is subliminal.