Second life: un entorno virtual para reducir la ansiedad de los estudiantes de lenguas extranjeras

Contenido principal del artículo

Gloria Sánchez Muñoz

Resumen

La adquisición de un segundo idioma es un constructo complejo en el cual no sólo factores cognitivos juegan un papel crucial, sino también afectivos. En las últimas décadas, el análisis de los factores afectivos en el aprendizaje de segundas lenguas e idiomas extranjeros ha ganado prominencia. Diversas investigaciones han demostrado una fuerte correlación entre el aprendizaje de lenguas y aspectos como la personalidad, la motivación, la actitud o la ansiedad (p. ej., Gardner, 2020; Hewitt & Stephenson, 2011; MacIntyre & Gardner, 1989). El objetivo de este artículo es examinar si el nivel de ansiedad causado por el aprendizaje de lenguas extranjeras (FLA) podría disminuir usando mundos virtuales tales cómo Second Life (SL) para la enseñanza de idiomas. Esta investigación compara los niveles de FLA de un Grupo Experimental (EG), que completó tres actividades a través de SL, con un Grupo de Control (CG), que completó las mismas actividades en el aula tradicional. Los resultados indican que los niveles de FLA de los participantes en el EG disminuyeron a medida que las clases avanzaban en comparación con los participantes en el CG. Además, las conclusiones sugieren que la confianza de los participantes que trabajaban en SL aumentó con el paso del tiempo. Este incremento en la confianza de los alumnos podría atribuirse al papel crucial que desempeña el anonimato en los mundos virtuales.

Detalles del artículo

Cómo citar
Sánchez Muñoz, G. (2021). Second life: un entorno virtual para reducir la ansiedad de los estudiantes de lenguas extranjeras. Vivat Academia, 154, 1-24. https://doi.org/10.15178/va.2021.154.e1369
Sección
Comunicación y educación. Alfabetización y sociedad del conocimiento
Biografía del autor/a

Gloria Sánchez Muñoz, Universitat Jaume I

Es licenciada en Filología Inglesa por la Universitat Jaume I (España) con Premio al Rendimiento Académico. Tiene una Maestría en Enseñanza del Idioma Inglés en Contextos Multilingües y otra Maestría en Enseñanza del Idioma Inglés en Educación Secundaria. Actualmente, es profesora de inglés en educación secundaria en España y asesora lingüística en la Universitat Jaume I (Castellón). Mis principales áreas de investigación son las variables afectivas en el aprendizaje de idiomas, la escritura L2, la pragmática y el multilingüismo.

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