Virtual Reality Applications and Language Learning (original) (raw)

Virtual Reality in the Language Classroom: Theory and Practice

Computer Assisted Language Learning-Electronic Journal (CALL-EJ), 2019

Virtual reality (VR) has turned into a buzzword among educators over the past few years as tools and devices continuously get cheaper and better. Google Expeditions, for instance, is a VR educational tool that allows teachers to take students on virtual field trips without leaving the classroom. The teacher can lead a tour guiding students in the VR environment and monitoring their actions while calling their attention to specific points of interest in a virtual space. There are numerous ways VR apps such as Expeditions could be integrated into EFL/ESL lessons. This write-up begins with a brief introduction to virtual reality, in comparison with augmented reality, and VR devices available in the market. This theoretical section will be followed by instructions on setting up an Expeditions kit and ways to take students on virtual tours built around lessons designed to develop language skills. For those interested in creating their own customized VR tours, Tour Creator, another VR platform also developed by Google, will be introduced. This practice-oriented paper could be useful to teachers interested in energizing their teaching and engaging their students in ways they have never ventured before.

Virtual reality in foreign language training at higher educational institutions

The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation ...

Methods of Using Virtual Reality for Language Teaching in humanities

First international conference of psychology, educational sciences and social sciences , 2024

This article examines the role of Virtual Reality (VR) in language teaching from the perspective of Stephen Krashen's "Input Hypothesis" theory. According to this theory, language learning requires receiving "comprehensible input," having a "low affective filter," and opportunities for "comprehensible output." The present article argues that VR can provide these requirements through simulating real-life environments, creating a safe, non-judgmental space, and offering interactive 3D experiences. Rich VR environments, such as virtual tours, provide comprehensible input from real conversations and situations. The safe space in VR can also lower language learners' affective filter. Additionally, interactive activities in these environments provide opportunities for comprehensible output. However, combining VR with traditional teaching methods is essential for optimal results. This article presents a framework for using VR in language teaching based on Krashen's theory.

Language Learning in Virtual Reality Environments: Past, Present, and Future

Educational Technology & Society, 2015

This study investigated the research trends in language learning in a virtual reality environment by conducting a content analysis of findings published in the literature from 2004 to 2013 in four top ranked computer-assisted language learning journals: Language Learning & Technology, CALICO Journal, Computer Assisted Language Learning, and ReCALL. Data from 29 articles were cross-analyzed in terms of research topics, technologies used, language learning settings, sample groups, and methodological approaches. It was found that the three most popular research topics for learners were interactive communication; behaviors, affections, and beliefs; and task-based instruction. However, the analysis results highlight the need for the inclusion of the impact of teacher. The data also revealed that more studies are utilizing triangulation of measurement processes to enable in-depth analysis. A trend of gathering data through informal learning procedures was also observed. This article concludes by highlighting particular fields related to VR in which further research is urgently needed.

Virtual Reality for Supporting Authentic Learning in 21ST Century Language Classroom

Jurnal Pendidikan Teknologi dan Kejuruan, 2021

Pembelajaran otentik adalah konsep untuk mendekatkan dunia nyata atau pengalaman nyata kepada siswa di dalam kelas. Penggunaan pembelajaran otentik yang menghadirkan realitas di dalam kelas lebih kontekstual dengan aktivitas siswa sehari-hari. Virtual Reality (VR) menawarkan simulasi multimedia 3D kehidupan nyata interaktif, mempromosikan interaktivitas dengan dunia ciptaan, dan memungkinkan sensasi sensorik. Artikel ini mensintesis artikel penelitian sebelumnya dari jurnal terindeks SCOPUS tentang penggunaan realitas virtual untuk mendukung pembelajaran otentik di ruang kelas bahasa abad ke-21. Pendekatan yang digunakan dalam tinjauan pustaka ini adalah pendekatan yang disederhanakan oleh Aveyard (2010). Hasil tinjauan pustaka ini menemukan bahwa penggunaan virtual reality memberikan beberapa manfaat dalam pembelajaran otentik di kelas bahasa abad 21. Selain itu, penggunaan Virtual Reality di kelas bahasa abad ke-21 juga memiliki kelebihan dan kekurangan. Kajian ini mengimplikasika...

Language learning and virtual reality: A scoping review

ASCILITE Publications

This paper describes the rationale, process and results of a scoping review of journal articles researching aspects of language learning and the use of Virtual Reality (VR) from 2020 onwards. Twenty-four articles were chosen for data extraction, including five previous systematic reviews. The analysis confirmed that VR has a positive effect on the motivation of language learners to study but there is less clear-cut support for specific language gains. The most frequently mentioned language target is vocabulary acquisition, and although VR certainly facilitates initial vocabulary learning there is less evidence of long-term retention of new lexis. This scoping review has helped to focus the next stage of this VR project on working with students in the long term on improving specific speaking skills and to clarify the most appropriate pedagogical strategies for the use of VR for language learning.