Fostering student autonomy in English learning through creations in a 3D virtual world

Yi Lien Yeh, Yu Ju Lan*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

47 Citations (Scopus)


The importance of learner autonomy has been researched for at least two decades. However, it has been critiqued that most research mainly focused on theoretical explanations and was based on anecdotal evidence (Dalgarno and Lee in Br J Educ Technol 41(1):10–32, 2010; Hew and Brush in Educ Technol Res Dev 55(3):223–252, 2007). Therefore, this study aims to explore how learner autonomy is influenced by new technologies (a 3D virtual learning platform: Build & Show, B&S) through a case study with a quasi-experimental design. 29 fifth graders participated in this study for 4 months. Research data include the questionnaire on students’ autonomy, the four-month none-participant classroom observation, the feedback of participating students and teachers, and an analysis of videos created by the students. The findings include (1) a rich description of the process of students’ creations in B&S and of the uses of B&S in English classes; and (2) an analysis of the students’ self-assessment of learner autonomy supported with the qualitative data. Based on these results, the possible approaches to improving learner autonomy in a 3D virtual world have been discussed.

Original languageEnglish
Pages (from-to)693-708
Number of pages16
JournalEducational Technology Research and Development
Issue number3
Publication statusPublished - 2018 Jun 1


  • 3D VR world
  • English learning
  • Learner autonomy

ASJC Scopus subject areas

  • Education


Dive into the research topics of 'Fostering student autonomy in English learning through creations in a 3D virtual world'. Together they form a unique fingerprint.

Cite this