Exploring the role of internet self-efficacy, perceived enjoyment, and anxiety on learning outcome in intelligent personal assistant-based EFL learning

ABSTRACT

Purpose

This study draws upon achievement emotion theory to investigate the relationships between EFL learners’ Internet self-efficacy (ISE), enjoyment, anxiety, and English learning during IPA-mediated gameplay.

Methodology

A tailored virtual Charades game, Guessing-Fun, was developed for EFL learners to interact with the IPA. Guessing-Fun offers interactive gameplay with 3 topics (animals, fruits, balls), adjustable difficulty levels, and immediate feedback. A single-group quasi-experiment was conducted with 146 junior high school students over 2 weeks. Data, including vocabulary tests and questionnaires, were collected and analyzed using structural equation modeling to examine emotional antecedents and learning outcomes.

Findings

The results showed that ISE was positively related to perceived enjoyment but was negatively related to learning anxiety; English learning could be positively predicted by perceived enjoyment but negatively by learning anxiety; and ISE was positively related to English learning mediated by perceived enjoyment and learning anxiety. Playing virtual Charades with Google Assistant added variety and enjoyment to interaction, made learning adaptable to individual preferences, and encouraged learners to self-evaluate and reason out the proper object.

Originality/value

This study highlights the innovative application of virtual Charades facilitated by IPAs for language learning, sheding light on the emotional dimensions of EFL learning with IPAs.

KEYWORDS:

• Intelligent personal assistant (IPA)
• virtual Charades game
• internet self-efficacy
• enjoyment
• anxiety
• L2 learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by Chinese Language and Technology Center of National Taiwan Normal University from the Features Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education in Taiwan.

Notes on contributors

Jon-Chao Hong

Jon-Chao Hong is a Chair Professor at the Chinese Language and Technology Center, National Taiwan Normal University. His research interests include game-based learning and teaching, creativity development, human resource management, and technical education.

Tzu-Yu Tai

Tzu-Yu Tai is an Assistant Professor at the Language Center, Taipei Medical University. Her research interests include Technology-Assisted Language Learning, TESOL, and Bilingual Education.