Reference: | Anyadubalu, C. C. (2010). Self-efficacy, anxiety, and performance in the English language among middle-school students in English language program in Satri Si Suriyothai School, Bangkok. International Journal of Educational and Pedagogical Sciences, 4(3), 233-238. Azher, M., Anwar, M. N., & Naz, A. (2010). An investigation of foreign language classroom anxiety and its relationship with students achievement. Journal of College Teaching & Learning (TLC), 7(11). Banakou, D., Groten, R., & Slater, M. (2013). Illusory ownership of a virtual child body causes overestimation of object sizes and implicit attitude changes. Proceedings of the National Academy of Sciences, 110(31), 12846-12851. https://pmc.ncbi.nlm.nih.gov/articles/PMC3732927/pdf/pnas.201306779.pdf Banakou, D., Hanumanthu, P. D., & Slater, M. (2016). Virtual embodiment of white people in a black virtual body leads to a sustained reduction in their implicit racial bias. Frontiers in human neuroscience, 10, 226766. Banakou, D., Kishore, S., & Slater, M. (2018). Virtually being Einstein results in an improvement in cognitive task performance and a decrease in age bias. Frontiers in psychology, 9, 917. https://pmc.ncbi.nlm.nih.gov/articles/PMC6004376/pdf/fpsyg-09-00917.pdf Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191. Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ, 1986(23-28), 2. Bandura, A., Freeman, W. H., & Lightsey, R. (1999). Self-efficacy: The exercise of control. In: springer. Bargh, J. A., Chen, M., & Burrows, L. (1996). Automaticity of social behavior: Direct effects of trait construct and stereotype activation on action. Journal of personality and social psychology, 71(2), 230. Bekrater-Bodmann, R., Foell, J., Diers, M., Kamping, S., Rance, M., Kirsch, P., Trojan, J., Fuchs, X., Bach, F., & Çakmak, H. K. (2014). The importance of synchrony and temporal order of visual and tactile input for illusory limb ownership experiences–an fMRI study applying virtual reality. PloS one, 9(1), e87013. https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0087013&type=printable Bellido Rivas, A. I., Navarro, X., Banakou, D., Oliva, R., Orvalho, V., & Slater, M. (2021). The influence of embodiment as a cartoon character on public speaking anxiety. Frontiers in Virtual Reality, 2, 695673. Bezzazi, R. (2019). The effect of flipped learning on EFL learners’ public speaking in Taiwan. Journal on English as a Foreign Language, 9(1), 1-19. Botes, E., Dewaele, J.-M., & Greiff, S. (2020). The foreign language classroom anxiety scale and academic achievement: An overview of the prevailing literature and a meta-analysis. Journal for the Psychology of Language Learning, 2(1), 26-56. Botvinick, M., & Cohen, J. (1998). Rubber hands ‘feel’touch that eyes see. Nature, 391(6669), 756-756. https://www.nature.com/articles/35784.pdf Campbell, J. D. (1990). Self-esteem and clarity of the self-concept. Journal of personality and social psychology, 59(3), 538. Chen, Y.-c. (2022). Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety. Computer Assisted Language Learning, 1-25. Clevenger, T., & Halvorson, S. (1992). Converting the PRCA-State version 2 to the speech anxiety scale. Tallahassee, The Florida State University. Cohen, J. (2018). Defining identification: A theoretical look at the identification of audiences with media characters. In Advances in foundational mass communication theories (pp. 253-272). Routledge. Cooley, C. H. (1902). The looking-glass self. The production of reality: Essays and readings on social interaction, 6(1902), 126-128. Gonzalez-Franco, M., Perez-Marcos, D., Spanlang, B., & Slater, M. (2010). The contribution of real-time mirror reflections of motor actions on virtual body ownership in an immersive virtual environment. 2010 IEEE virtual reality conference (VR), Gore, J. S., & Cross, S. E. (2011). Defining and measuring self-concept change. Psychological Studies, 56, 135-141. Greenwald, A. G., McGhee, D. E., & Schwartz, J. L. (1998). Measuring individual differences in implicit cognition: the implicit association test. Journal of personality and social psychology, 74(6), 1464. Gruber, A., & Kaplan-Rakowski, R. (2020). User experience of public speaking practice in virtual reality. In Cognitive and affective perspectives on immersive technology in education (pp. 235-249). IGI Global. Hermagustiana, I., Astuti, A. D., & Sucahyo, D. (2021). Do I speak anxiously? A correlation of self-efficacy, foreign language learning anxiety and speaking performance of Indonesian EFL learners. Script Journal: Journal of Linguistics and English Teaching, 6(1), 68-80. Horwitz, E. (2001). Language anxiety and achievement. Annual review of applied linguistics, 21, 112-126. Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. Tesol Quarterly, 20(3), 559-562. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132. Kalra, R., & Siribud, S. (2020). Public Speaking Anxiety in the Thai EFL Context. LEARN Journal: Language Education and Acquisition Research Network, 13(1), 195-209. Kaplan-Rakowski, R., & Gruber, A. (2019). Low-immersion versus high-immersion virtual reality: Definitions, classification, and examples with a foreign language focus. Conference Proceedings. Innovation in Language Learning 2019, Kaplan-Rakowski, R., & Gruber, A. (2023). The impact of high-immersion virtual reality on foreign language anxiety. Smart Learning Environments, 10(1), 46. Kilteni, K., Bergstrom, I., & Slater, M. (2013). Drumming in immersive virtual reality: the body shapes the way we play. IEEE transactions on visualization and computer graphics, 19(4), 597-605. https://diposit.ub.edu/dspace/bitstream/2445/53803/1/633518.pdf Klimmt, C., Hefner, D., & Vorderer, P. (2009). The video game experience as “true” identification: A theory of enjoyable alterations of players’ self-perception. Communication theory, 19(4), 351-373. Klimmt, C., Hefner, D., Vorderer, P., Roth, C., & Blake, C. (2010). Identification with video game characters as automatic shift of self-perceptions. Media Psychology, 13(4), 323-338. Kokkinara, E., & Slater, M. (2014). Measuring the effects through time of the influence of visuomotor and visuotactile synchronous stimulation on a virtual body ownership illusion. Perception, 43(1), 43-58. https://core.ac.uk/download/20441557.pdf Lin, J.-H. (2013). Identification matters: A moderated mediation model of media interactivity, character identification, and video game violence on aggression. Journal of Communication, 63(4), 682-702. Lin, J.-H. T., Wu, D.-Y., & Yang, J.-W. (2021). Exercising with a six pack in virtual reality: Examining the proteus effect of avatar body shape and sex on self-efficacy for core-muscle exercise, self-concept of body shape, and actual physical activity. Frontiers in psychology, 12, 693543. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8531811/pdf/fpsyg-12-693543.pdf MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language learning, 44(2), 283-305. Maselli, A., & Slater, M. (2013). The building blocks of the full body ownership illusion. Frontiers in human neuroscience, 7, 83. https://pmc.ncbi.nlm.nih.gov/articles/PMC3604638/pdf/fnhum-07-00083.pdf McCroskey, J. C. (1970). Measures of communication‐bound anxiety. Nemati, F., Roohani, A., & Mirzaei, A. (2020). Investigating foreign language enjoyment and public speaking class anxiety in the EFL class: A mixed methods study. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 39(1), 115-152. Peña, J., Hancock, J. T., & Merola, N. A. (2009). The priming effects of avatars in virtual settings. Communication research, 36(6), 838-856. Peck, T. C., Seinfeld, S., Aglioti, S. M., & Slater, M. (2013). Putting yourself in the skin of a black avatar reduces implicit racial bias. Consciousness and cognition, 22(3), 779-787. https://diposit.ub.edu/dspace/bitstream/2445/53641/1/633509.pdf Ratan, R., Beyea, D., Li, B. J., & Graciano, L. (2020). Avatar characteristics induce users’ behavioral conformity with small-to-medium effect sizes: a meta-analysis of the proteus effect. Media Psychology, 23(5), 651-675. Ratan, R. A., & Dawson, M. (2016). When Mii is me: A psychophysiological examination of avatar self-relevance. Communication research, 43(8), 1065-1093. Satake, Y., Yamamoto, S., & Obari, H. (2021). EFFECTS OF VIRTUAL REALITY USE ON JAPANESE ENGLISH LEARNERS'FOREIGN LANGUAGE ANXIETY. ICERI2021 Proceedings, Shih, R.-C. (2010). Blended learning using video-based blogs: Public speaking for English as a second language students. Australasian Journal of Educational Technology, 26(6). Showers, C. J., Abramson, L. Y., & Hogan, M. E. (1998). The dynamic self: how the content and structure of the self-concept change with mood. Journal of personality and social psychology, 75(2), 478. Sirgy, M. J. (1979). Self-concept in consumer behavior. University of Massachusetts Amherst. Slater, M. (2009). Place illusion and plausibility can lead to realistic behaviour in immersive virtual environments. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1535), 3549-3557. https://pmc.ncbi.nlm.nih.gov/articles/PMC2781884/pdf/rstb20090138.pdf Slater, M., Pérez Marcos, D., Ehrsson, H., & Sanchez-Vives, M. V. (2009). Inducing illusory ownership of a virtual body. Frontiers in neuroscience, 3, 676. Slater, M., Spanlang, B., Sanchez-Vives, M. V., & Blanke, O. (2010). First person experience of body transfer in virtual reality. PloS one, 5(5), e10564. https://digital.csic.es/bitstream/10261/76300/1/First%20Person%20Experience.pdf Spanlang, B., Normand, J.-M., Borland, D., Kilteni, K., Giannopoulos, E., Pomés, A., González-Franco, M., Perez-Marcos, D., Arroyo-Palacios, J., & Muncunill, X. N. (2014). How to build an embodiment lab: achieving body representation illusions in virtual reality. Frontiers in Robotics and AI, 1, 9. Strohminger, N., Gray, K., Chituc, V., Heffner, J., Schein, C., & Heagins, T. B. (2016). The MR2: A multi-racial, mega-resolution database of facial stimuli. Behavior research methods, 48, 1197-1204. https://link.springer.com/content/pdf/10.3758/s13428-015-0641-9.pdf Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive science, 12(2), 257-285. Tajadura-Jiménez, A., Banakou, D., Bianchi-Berthouze, N., & Slater, M. (2017). Embodiment in a child-like talking virtual body influences object size perception, self-identification, and subsequent real speaking. Scientific reports, 7(1), 9637. https://www.nature.com/articles/s41598-017-09497-3.pdf Tammy Lin, J.-H., & Wu, D.-Y. (2021). Exercising with embodied young avatars: how young vs. older avatars in virtual reality affect perceived exertion and physical activity among male and female elderly individuals. Frontiers in psychology, 12, 693545. https://pmc.ncbi.nlm.nih.gov/articles/PMC8572814/pdf/fpsyg-12-693545.pdf Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement: A meta-analysis–erratum. Studies in Second Language Acquisition, 41(2), 489-489. Thompson, A. S., & Lee, J. (2014). The impact of experience abroad and language proficiency on language learning anxiety. Tesol Quarterly, 48(2), 252-274. Thrasher, T. (2022). The Impact of Virtual Reality on L2 French Learners' Language Anxiety and Oral Comprehensibility: An Exploratory Study. CALICO journal, 39(2). Tien, C.-Y. (2018). English speaking anxiety in EFL university classrooms in Taiwan. European Journal of English Language Teaching. Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC Journal, 37(3), 308-328. Yaikhong, K., & Usaha, S. (2012). A Measure of EFL Public Speaking Class Anxiety: Scale Development and Preliminary Validation and Reliability. English Language Teaching, 5(12), 23-35. Yee, N., & Bailenson, J. (2007). The Proteus effect: The effect of transformed self-representation on behavior. Human communication research, 33(3), 271-290. Yee, N., Bailenson, J. N., & Ducheneaut, N. (2009). The Proteus effect: Implications of transformed digital self-representation on online and offline behavior. Communication research, 36(2), 285-312. York, J., Shibata, K., Tokutake, H., & Nakayama, H. (2021). Effect of SCMC on foreign language anxiety and learning experience: A comparison of voice, video, and VR-based oral interaction. ReCALL, 33(1), 49-70. Young, D. J. (1990). An investigation of students' perspectives on anxiety and speaking. Foreign language annals, 23(6), 539-553. Yu-Chih, S. (2008). The Toastmasters approach: An innovative way to teach public speaking to EFL learners in Taiwan. RELC Journal, 39(1), 113-130. Zhang, X., Ardasheva, Y., & Austin, B. W. (2020). Self-efficacy and English public speaking performance: A mixed method approach. English for Specific Purposes, 59, 1-16. Zhang, X., Ardasheva, Y., Egbert, J., & Ullrich-French, S. C. (2019). Building assessments for self-efficacy in English public speaking in China. The Asia-Pacific Education Researcher, 28, 411-420. 資策會產業情報研究所. (2024). 【遊戲消費者調查】69%臺灣網友玩數位遊戲 77%玩家最常玩手遊 「輕度遊玩」風氣崛起 44%玩家每月課金300-1,000元. 資策會產業情報研究所. Retrieved 7/22 from https://mic.iii.org.tw/news.aspx?id=683 |