Facilitating Communicative Ability of EFL Learners via High-Immersion Virtual Reality

Autor/inn/en	Ou Yang, Fang-Chuan; Lo, Fang-Ying Riva; Chen Hsieh, Jun; Wu, Wen-Chi Vivian
Titel	Facilitating Communicative Ability of EFL Learners via High-Immersion Virtual Reality
Quelle	In: Educational Technology & Society, 23 (2020) 1, S.30-49 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Communication Skills; Educational Technology; Technology Uses in Education; Computer Simulation; Junior High School Students; Student Attitudes; Program Effectiveness; English (Second Language); Second Language Learning; Teaching Methods; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Kommunikationsstil; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computergrafik; Computersimulation; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland
Abstract	Developing communicative ability of English as a Foreign Language (EFL) learners is essential when it comes to authentic learning. Nevertheless, conventional textbook usage and English instruction often fail to be learner-engaging. With the help of high-immersion Virtual Reality (VR), language learning can be transformed into a more self-directed learning experience, using a simulated authentic environment to enhance engagement. Therefore, a three-dimensional learning system, Virtual Reality Life English (VRLE), was developed to provide learners with an authentic setting to facilitate communicative ability development. Seventy-two low-achieving junior high school students were recruited as participants. Multiple data sources were collected for both quantitative and qualitative data analysis of VRLE, including a pre-test/post-test addressing communicative performance, an Igroup Presence Questionnaire (IPQ) for the students' perception of perceived presence, and a semi-structured interview. The primary affordances were the beneficial application of VRLE to English communicative ability and an enhanced sense of presence in an EFL context. Furthermore, the students were positive about the learning experience. The study proves the potential of incorporating high-immersion VR technology in an EFL context. Nevertheless, the challenge of its accessibility needs careful consideration in future research to place VR in an advantageous position for language learning. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Road, Kaohsiung, 80424, Taiwan. Web site: https://www.j-ets.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01