Privet (hello) everyone! Thank you for joining me in this blog post about implementing of virtual reality (VR) and its role in foreign language learning environments. My presentation, the article I referenced, and additional materials are attached to this post or on the course page.
I have always been passionate about educational technologies in language learning, particularly because I took EdTech in Language Learning Environment course during my bachelor`s. The course included some online tutoring sessions for students, and implementation of different applications and programs to boost children`s participation.
Utilizing various applications like Miro board, Midjourney, and others is crucial to building a lesson that will align with all the students` needs. These programs are fantastic tools for boosting student engagement, increasing motivation, and preparing them for the world outside the classroom or online sessions. We live in an era of globalization where access to information is no longer a privilege, but a necessity, especially in terms of digital literacy. However, it’s not just about consuming information critically; it is also vital to be proficient in the applications that facilitate access to knowledge and data from the web.
Teaching foreign languages is a comprehensive task for educators, and relying solely on textbooks, even those written by talented methodologists, often is not enough. This is especially true for new generations, like Gen Z and Gen Alpha, who are digital natives. They have grown up surrounded by technology, making “boring” traditional lessons ineffective. As educators, we must find ways to enhance language learning and help students thrive through interactive experiences, such as VR. As I mentioned before in blog #1 now the educational system worldwide is switching toward student-centered education where the lead of getting knowledge is set by the students. Thus, VR is one of the best options to shift to student-centered education.
VR is a tool that creates a virtual world with computer graphics, allowing users to have authentic feelings.
Archer and Finger (2018)
Here is an interesting video regarding the VR and AI roles in Education. I recommend taking a look at it:
According to the second language acquisition theory, language skills are traditionally divided into receptive skills (reading and listening) and productive skills (writing and speaking). However, the authors of the article introduced a new concept from American foreign language studies known as the “5Cs” for me, which stands for communication, culture, connection, comparison, and community (Xie et al., 2022). These elements contribute to language proficiency and help students build confidence in using the language by engaging with authentic materials, thus reducing barriers related to language fear and cultural shock (Xie et al., 2022).
In this post, I will explore the potential of VR to revolutionize language learning, particularly in elementary school settings. According to recently published research (Yang et al., 2010; Marsh et al., 2018; Albayrak et al., 2022; Hung et al., 2023; and Huang et al., 2018), it Is clear that VR offers immersive experiences that significantly enhance vocabulary acquisition, grammar comprehension, speaking skills, and cultural understanding. Thus, it supports language learning and teaching dimensions.
You might wonder why VR is considered to be effective in language learning. Here are a few reasons (Yang et al., 2010; Marsh et al., 2018; Albayrak et al., 2022; Hung et al., 2023; Xie et al., 2022; and Huang et al., 2018):
1. Immersive Environments for Real-Life Practice: VR creates authentic language settings, allowing students to experience the language in context rather than merely memorizing vocabulary and grammar rules. Thus, the learned language items from the receptive skills (listening and reading) come into the productive ones (speaking and writing). Students can practice their language in authentic situations based on various cases, reasons, etc.
2. Higher Engagement and Motivation: Unlike traditional teacher-based methods, VR boosts student participation by making learning interactive and hands-on, providing to the preferences of todayās youth.
3. AI-Driven Speech Recognition for Immediate Feedback: Students’ oral skills can be assessed using AI-powered speech recognition, providing real-time feedback on pronunciation and fluency, a significant advancement toward personalized language learning.
4. Bridging the Gap Between Theory and Practice: Instead of passively receiving information in a teacher-centered style of teaching, students actively use the target language, enhancing retention and building confidence.
Here you can see the video of VirtualSpeech application used for improving soft skills in a business English environment. This application provides many different scenarios where you need to present, brainstorm, and introduce your ideas, connect with other people.
Additionally, professional community can play a crucial role in supporting language teachers to enhance their professional competency. By fostering collaborative groups and workshops, teachers can experiment with various teaching strategies while developing the right attitudes and skills. This environment of mutual learning and encouragement can positively influence teaching attitudes and reshape beliefs, igniting a passion for more dynamic and active teaching practices.
Integrating VR into immersion-based language teaching can significantly enhance students’ learning outcomes. With a focus on user-friendly technology, future designs are likely to be more accessible, enabling teachers with solid computer skills to create digital materials/alter VR tasks that align with the curriculum. This approach not only saves resources but also encourages the continual introduction of fresh ideas to enrich the language learning experience. Lastly, incorporating AI technology presents exciting opportunities to improve students’ oral proficiency, providing valuable tools and resources for language development (Yang et al., 2010; Marsh et al., 2018; Albayrak et al., 2022; Hung et al., 2023; Xie et al. 2022; and Huang et al., 2018).
However, despite the advantages listed above, the implementation of VR in schools has many challenges. One of the major barriers is the high cost of VR equipment and maintenance. Many schools, especially in rural underfunded areas, struggle with basic technological integration, making VR adoption almost impossible. Moreover, technical issues and a lack of professional and advanced IT support can deter teachers from using VR effectively, as not every educator is proficient in troubleshooting software or hardware problems. Another significant challenge is the risk of cognitive overload. While immersive experiences can enhance engagement, they can also overwhelm students, particularly younger learners who might struggle to balance interaction with learning objectives. Additionally, VR can sometimes lead to motion sickness, which may limit its accessibility for some students. From a pedagogical perspective, VR should complement, not replace, traditional learning methods. Over-reliance on technology can lead to diminished interpersonal interactions and less focus on foundational skills like writing and critical thinking. Furthermore, the lack of extensive long-term studies on VR in elementary language learning raises concerns about its effectiveness over time and its role in student development.
I have a deep interest in this topic as a teacher. Based on my preparation for this course and independent learning, I have realized that VR implementation offers many opportunities and should be further explored. However, since this is a relatively new field with growing interest, there is still a lack of research on its limitations. One of my Russian colleagues is currently conducting a quasi-experimental study on the implementation of three different VR applications in an elementary school in Saint Petersburg for English and Chinese language classes. So far, the results indicate increased engagement, improved performance, and greater proficiency in productive (speaking) language skills. However, the research has only been underway for two months, so there is no data yet on long-term effects or any systematically coded information regarding the study.
In conclusion, while VR holds incredible potential for language learning, especially for younger students, there are still significant barriers that must be addressed before massive provincial-wide adoption. Cost, accessibility, cognitive challenges, and the need for more research are all factors that must be considered before VR can truly become an everyday part in modern classrooms. As educators and researchers, we must continue exploring both the benefits and limitations to create a balanced and effective learning environment for students.
References
Albayrak, M. S., Chen, J., & Williams, P. J. (2022). Quantitative research on gamifying vocabulary acquisition and retention in virtual reality. Teaching English with Technology, 21(2), 42-57. https://doi.org/10.56297/BKAM1691/DFXC4759
Huang, X., Han, G., He, J., Du, J., & Liang, Y. (2018). Design and Application of a VR English Learning Game Based on the APT Model. 2018 Seventh International Conference of Educational Innovation through Technology (EITT), 68ā72. https://doi.org/10.1109/EITT.2018.00022
Hung, C., Lin, Y., Yu, S., & Sun, J. C. (2023). Effects of ARā and VRābased wearables in teaching English: The application of an ARCS modelābased learning design to improve elementary school studentsā learning motivation and performance. Journal of Computer Assisted Learning, 39(5), 1510ā1527. https://doi.org/10.1111/jcal.12814
Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J., Lahmar, J., & Scott F. (2018). Play and Creativity in Young Childrenās Use of Apps. British Journal of Educational Technology, 49, 870ā882. ttps://doi.org/10.1111/bjet.12622.
Tamm, K. (2023, June 14). VR and AI in education: The future of learning | Kristen Tamm | TEDxTartuED [Video]. YouTube. https://youtu.be/XGkWh4v1hCE?si=86OdCiQZMYVEC4r7
VirtualSpeech. (2023, July 10). Learn Business English in VR – Language VR app [Video]. YouTube. https://youtu.be/IhXeedYwDwA?si=DkDHTkwjvfIjsSnv
Xie, Y., Liu, Y., Zhang, F., & Zhou, P. (2022). Virtual reality-integrated immersion-based teaching to English language learning outcome. Frontiers in Psychology, 12, 767363. https://doi.org/10.3389/fpsyg.2021.767363
Yang, Y. C., Chen. C. H. & Jeng, M. C. (2010). Integrating video-capture virtual reality technology into a physically interactive learning environment for English learning. Computers & Education, 55(3), 1346-1356. https://doi.org/10.1016/j.compedu.2010.06.005
Appendix
- Article used for this assignment.
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