Extending a learning ecology with virtual reality mobile technology: Oral proficiency outcomes and students’ perceptions
Document Type
Journal Article
Publication Title
Innovation in Language Learning and Teaching
Publisher
Taylor & Francis
School
School of Education
RAS ID
44329
Abstract
Purpose
This paper aimed to explore the potential of virtual reality (VR) to develop the oral proficiency of English as Foreign Language (EFL) students and their perceptions of using VR mobile technology in EFL learning.
Design/methodology/approach
Drawn from an ecological perspective utilizing a mixed methods design, 23 students in an undergraduate English language program were invited to take part in a VR intervention with pre- and post-test assessments on oral proficiency, followed by individual face-to-face interviews.
Findings and originality/value
The quantitative findings showed that there were significant changes in overall oral proficiency, with notable differences in fluency and coherence, lexical resource, and pronunciation, and a slightly significant difference in grammatical range and accuracy. Interviews with the students revealed detailed affordances of VR in supporting the language learning process. Findings also indicated potential challenges and limitations that can arise from the use of VR mobile technology in EFL classrooms.
DOI
10.1080/17501229.2022.2070626
Access Rights
subscription content
Comments
Hoang, D. T. N., McAlinden, M., & Johnson, N. F. (2023). Extending a learning ecology with virtual reality mobile technology: Oral proficiency outcomes and students’ perceptions. Innovation in Language Learning and Teaching, 17(3), 491-504.
https://doi.org/10.1080/17501229.2022.2070626