Evaluation of Students’ Performance with Facial Capture Avatars in Online English Instruction

This article evaluates the possibility of deploying virtual avatars on personal devices in online English instruction, as well as the impact on student-teacher interaction and tacit truancy issues. Based on the correlation analysis and linear regression analysis of the data acquired from the distributed questionnaires, it is possible to conclude that there may be no statistical association between avatars and student-teacher interaction. However, avatars have a positive effect on reducing truancy. Therefore, we consider that the utilization of virtual avatars in computer-assisted language learning provides an innovative and promising method for online instruction.