Teacher immediacy as an external regulator in digital game-based language learning: A mixed-method study of intrinsic motivation, classroom anxiety, and willingness to communicate

Abstract

From the perspective of the interactionist theory, this study identified that individual differences may hinder the meaningful communication for language acquisition among English as a foreign language (EFL) learners in digital game-based language learning (DGBLL), and needing an external regulator that helps students in intrinsic motivation, classroom anxiety, and willingness to communicate (WTC). Further reviews identified that teacher immediacy could function as the external regulator for helping mitigating the negative influences of these individual differences, leading to this experimental design. With 43 Chinese high school EFL students and a mixed-method approach, this study collected both quantitative and qualitative data regarding the effectiveness of teacher immediacy in DGBLL. Findings reveal that teacher immediacy significantly enhances students’ intrinsic motivation, reduces classroom anxiety, and boosts willingness to communicate. The study also discussed the importance of teacher immediacy in balancing gaming and educational behaviors, and the potential demand of teacher immediacy for all EFL students with various individual differences, suggesting that teacher immediacy may be crucial for maximizing the benefits of DGBLL regardless of the individual differences, because most of the EFL students would need teacher’s encouragements and instructions for meaningful communications.