Jacqueline Harrison

Evidence shows that the Covid-19 pandemic caused increased loneliness, anxiety and greater social isolation due to social distancing policies. Virtual reality (VR) provides users with an easy way to become engaged in social activities without leaving the house. This study focused on adults, who were socialising in Altspace VR, a social VR platform, during the Covid-19 pandemic and it explored whether social VR could alleviate feelings of loneliness and social anxiety. A mixed-methods research design was applied. Participants (n = 74), aged 18-75, completed a questionnaire inside the social VR platform to measure levels of loneliness (UCLA 20-item scale) and social anxiety (17-item SPIN scale) in the social VR platform (online condition) and real world (offline condition). Subsequently, a focus group (n = 9) was conducted to gather insights into how and why participants were using the social VR platform. Findings from the questionnaire revealed significantly lower levels of loneliness and social anxiety when in the social VR platform. Lower levels of loneliness and social anxiety were also associated with participants who socialised with a regular group of friends. In addition, findings from the focus group suggested that being part of an online group facilitates stronger feelings of belonging. Social VR can be used as a valuable intervention to reduce feelings of loneliness and social anxiety. Future studies should continue to establish whether social VR can help to encourage group formation and provide people with enhanced social opportunities beyond the COVID-19 pandemic.

This article explores the relationship between the self-determination theory of motivation (SDT), teacher agency and identity in the context of Slovak EFL teachers' engagement with an English language theatre festival for schools. It contributes to the understanding of the complex nature of language teacher agency (LTA) and how it is formed and exercised in a particular context. Kayi-Ayder's (2019) conceptual model, which views LTA as both individual and collective, was adapted to draw links between motivation and identity and the contextual factors influencing LTA. The study was conducted during an EFL theatre festival for schools in Nitra, Slovakia, in 2019. The data were collected from teacher questionnaires (N=20), semi-structured interviews (N=8) and a focus group of event organisers who were not directly involved with the students (N=6). The preliminary findings indicate a complex relationship between individual and collective LTA, self-regulatory forms of motivation, and the perceived sense of professional identity. The role of teacher emotions is also explored as a factor influencing LTA. Furthermore, individual LTA is influenced by the need to engage in intrinsically motivating activities that bring joy, creativity and autonomy to teachers' professional practice. LTA is supported by the bi-directional nature of the relationship between teacher and student motivation. Teacher values and beliefs are intertwined with relational and collective aspects of teacher agency. Finally, the particular nature of the theatre festival provides a context supportive of teachers' individual and collective agency. The implications of the findings are discussed.