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Papers by Anastassiya Yudintseva
Computers & Education: X Reality, 2024
This mixed-method quasi-experimental study compares the impact of two different kinds of virtual ... more This mixed-method quasi-experimental study compares the impact of two different kinds of virtual reality environments on the willingness of English as a Second Language (ESL) students to engage in communication. Twenty high-level ESL graduate students were recruited for the research and organized into 10 pairs. Each pair of students completed two separate speaking tasks. One task took place in a low-immersive virtual reality environment, while the other task took place in a high-immersive virtual reality environment. The study was counterbalanced, with half completing the two tasks in one order, while the other half completed them in the reverse order. The study found no statistically significant differences between the modality conditions on willingness to communicate. Task order and action-oriented instructional methods were found to have greater impact than the modality. However, a significant difference was found between participants' affective-cognitive experiences, with participants reporting higher cognitive load and greater enjoyment in high-immersive condition. Speaking anxiety was also reduced after participation in two virtual reality tasks, leading to an increase in self-confidence. Additionally, qualitative analysis identified relationships between various technological, affective-cognitive, and individual factors that can affect the student's willingness to communicate. Empirical and theoretical implications are discussed, along with limitations and directions for future research.
Computers &Education: x Reality, 2023
This paper reviews 34 studies related to oral communication in English as a Second Language throu... more This paper reviews 34 studies related to oral communication in English as a Second Language through Virtual Reality published from 2015 to 2022. Overall, Virtual Reality affordances, such as immersion, interaction, feedback, and creation, were perceived positively and found to be effective in terms of anxiety, motivation, confidence, cultural awareness, creativity, and willingness to communicate. However, learning effectiveness was still inconclusive, especially in terms of oral fluency. The insignificant learning outcomes were likely caused by greater cognitive load, equity issues, unpleasant experiences, motion sickness, technology challenges, and lack of instructional activities suited to the Virtual Reality environment. Several strategies to address the challenges of current Virtual Reality platforms identified in the literature review were suggested.
International Journal for Educational Integrity, 2018
The prevalence of plagiarism, cheating, and other acts of academic dishonesty may be as high as 8... more The prevalence of plagiarism, cheating, and other acts of academic dishonesty may be as high as 80% in populations of high school and post-secondary students. Various educational interventions have been developed and implemented in an effort to educate students about academic integrity and to prevent academic misconduct. We reviewed the peer-reviewed research literature describing face-to-face workshops, e-learning tutorials, or blended approaches for promoting academic integrity and the effectiveness of these approaches. In general, the educational interventions were described as effective in terms of satisfaction with the intervention, and changes in students’ attitudes and knowledge of academic integrity. Few studies provided evidence that the educational interventions changed student behaviour or outcomes outside the context of the intervention. Future research should explore how participation in educational interventions to promote academic integrity are linked to long-term student outcomes, such as graduate school admission, alumni career success, service to society, and personal stability.
The EvoLLLution, 2020
As post-secondary institutions plan to re-open their campuses, they should consider implementing ... more As post-secondary institutions plan to re-open their campuses, they should consider implementing the different technological resources and educational lessons they learned over the course of the pandemic. This way, students get the advantages of blended approaches.
The purpose of this pilot study is to explore Kazakhstani students' attitudes towards the ESL ins... more The purpose of this pilot study is to explore Kazakhstani students' attitudes towards the ESL instructional videos to identify the features that are the most and least helpful for grammar, vocabulary, and listening skills acquisition. The analysis of students' open-ended questionnaire and statistics from the Analytics section of the Office Mix platform has revealed that ESL students find instructional videos and exercises helpful for grammar, listening comprehension, vocabulary, and pronunciation enhancement. The videos also motivate them to learn English. Additionally, the amount of time spent for the flipped classroom preparation was less than the traditional classroom approach. In respect of technological features, the videos should support subtitles and fonts should be big enough to enable watching them on mobile phones. The instructional videos should offer different types of exercises, instant feedback, and more real-life examples. The background music should be removed from the instructional videos because it can disturb some of the students.
The purpose of the present paper is to identify trends in the digital game-based second language ... more The purpose of the present paper is to identify trends in the digital game-based second language
learning research by synthesizing findings according to game types and genres, and their effect on
reading, writing, speaking, listening skills, and vocabulary outcomes. A total of 26 studies were
synthesized. The synthesis concludes that overall, both commercial and serious games and synthetic
immersive environments have positive effects on learning outcomes, especially vocabulary.
At the same time, the effectiveness of one game type or genre may depend on learners’ gender,
second language proficiency, gaming experience, and specific educational objectives. Traditional
drill-and-practice may be more effective for vocabulary consolidation than some commercial
games. Some learners may still prefer conventional instructions. Recommendations for further
research are discussed.
This paper is a synthesis of 17 qualitative, quantitative, and mixed-method studies published ove... more This paper is a synthesis of 17 qualitative, quantitative, and mixed-method studies published over
the last decade. The synthesis suggests that game-enhanced learning provides a set of effective
strategies such as language repetitions, contextual clues, interaction with native speakers and
peers, and imagery to practice and use second language vocabulary in the authentic context. Some
of the strategies such as word lists, dictionaries, and vocabulary exercises are more beneficial
when combined with native speakers or peers’ interactions. Due to high interactivity of games,
note taking and media strategies provide less support for vocabulary learning. The lack of high
quality studies and empirical data makes it difficult to draw conclusions about which video games
strategies provide the most benefit. The synthesis of research identifies that generally game-enhanced
practices are helpful for second language vocabulary enhancement.
Computers & Education: X Reality, 2024
This mixed-method quasi-experimental study compares the impact of two different kinds of virtual ... more This mixed-method quasi-experimental study compares the impact of two different kinds of virtual reality environments on the willingness of English as a Second Language (ESL) students to engage in communication. Twenty high-level ESL graduate students were recruited for the research and organized into 10 pairs. Each pair of students completed two separate speaking tasks. One task took place in a low-immersive virtual reality environment, while the other task took place in a high-immersive virtual reality environment. The study was counterbalanced, with half completing the two tasks in one order, while the other half completed them in the reverse order. The study found no statistically significant differences between the modality conditions on willingness to communicate. Task order and action-oriented instructional methods were found to have greater impact than the modality. However, a significant difference was found between participants' affective-cognitive experiences, with participants reporting higher cognitive load and greater enjoyment in high-immersive condition. Speaking anxiety was also reduced after participation in two virtual reality tasks, leading to an increase in self-confidence. Additionally, qualitative analysis identified relationships between various technological, affective-cognitive, and individual factors that can affect the student's willingness to communicate. Empirical and theoretical implications are discussed, along with limitations and directions for future research.
Computers &Education: x Reality, 2023
This paper reviews 34 studies related to oral communication in English as a Second Language throu... more This paper reviews 34 studies related to oral communication in English as a Second Language through Virtual Reality published from 2015 to 2022. Overall, Virtual Reality affordances, such as immersion, interaction, feedback, and creation, were perceived positively and found to be effective in terms of anxiety, motivation, confidence, cultural awareness, creativity, and willingness to communicate. However, learning effectiveness was still inconclusive, especially in terms of oral fluency. The insignificant learning outcomes were likely caused by greater cognitive load, equity issues, unpleasant experiences, motion sickness, technology challenges, and lack of instructional activities suited to the Virtual Reality environment. Several strategies to address the challenges of current Virtual Reality platforms identified in the literature review were suggested.
International Journal for Educational Integrity, 2018
The prevalence of plagiarism, cheating, and other acts of academic dishonesty may be as high as 8... more The prevalence of plagiarism, cheating, and other acts of academic dishonesty may be as high as 80% in populations of high school and post-secondary students. Various educational interventions have been developed and implemented in an effort to educate students about academic integrity and to prevent academic misconduct. We reviewed the peer-reviewed research literature describing face-to-face workshops, e-learning tutorials, or blended approaches for promoting academic integrity and the effectiveness of these approaches. In general, the educational interventions were described as effective in terms of satisfaction with the intervention, and changes in students’ attitudes and knowledge of academic integrity. Few studies provided evidence that the educational interventions changed student behaviour or outcomes outside the context of the intervention. Future research should explore how participation in educational interventions to promote academic integrity are linked to long-term student outcomes, such as graduate school admission, alumni career success, service to society, and personal stability.
The EvoLLLution, 2020
As post-secondary institutions plan to re-open their campuses, they should consider implementing ... more As post-secondary institutions plan to re-open their campuses, they should consider implementing the different technological resources and educational lessons they learned over the course of the pandemic. This way, students get the advantages of blended approaches.
The purpose of this pilot study is to explore Kazakhstani students' attitudes towards the ESL ins... more The purpose of this pilot study is to explore Kazakhstani students' attitudes towards the ESL instructional videos to identify the features that are the most and least helpful for grammar, vocabulary, and listening skills acquisition. The analysis of students' open-ended questionnaire and statistics from the Analytics section of the Office Mix platform has revealed that ESL students find instructional videos and exercises helpful for grammar, listening comprehension, vocabulary, and pronunciation enhancement. The videos also motivate them to learn English. Additionally, the amount of time spent for the flipped classroom preparation was less than the traditional classroom approach. In respect of technological features, the videos should support subtitles and fonts should be big enough to enable watching them on mobile phones. The instructional videos should offer different types of exercises, instant feedback, and more real-life examples. The background music should be removed from the instructional videos because it can disturb some of the students.
The purpose of the present paper is to identify trends in the digital game-based second language ... more The purpose of the present paper is to identify trends in the digital game-based second language
learning research by synthesizing findings according to game types and genres, and their effect on
reading, writing, speaking, listening skills, and vocabulary outcomes. A total of 26 studies were
synthesized. The synthesis concludes that overall, both commercial and serious games and synthetic
immersive environments have positive effects on learning outcomes, especially vocabulary.
At the same time, the effectiveness of one game type or genre may depend on learners’ gender,
second language proficiency, gaming experience, and specific educational objectives. Traditional
drill-and-practice may be more effective for vocabulary consolidation than some commercial
games. Some learners may still prefer conventional instructions. Recommendations for further
research are discussed.
This paper is a synthesis of 17 qualitative, quantitative, and mixed-method studies published ove... more This paper is a synthesis of 17 qualitative, quantitative, and mixed-method studies published over
the last decade. The synthesis suggests that game-enhanced learning provides a set of effective
strategies such as language repetitions, contextual clues, interaction with native speakers and
peers, and imagery to practice and use second language vocabulary in the authentic context. Some
of the strategies such as word lists, dictionaries, and vocabulary exercises are more beneficial
when combined with native speakers or peers’ interactions. Due to high interactivity of games,
note taking and media strategies provide less support for vocabulary learning. The lack of high
quality studies and empirical data makes it difficult to draw conclusions about which video games
strategies provide the most benefit. The synthesis of research identifies that generally game-enhanced
practices are helpful for second language vocabulary enhancement.