A Social Virtual Reality Mobile Application for Learning and Practicing English

Abstract

Many studies promise that virtual reality (VR) applications will be one of the most used tools in foreign language learning. This is because VR keeps learners engaged, motivated, and prepared with better communication skills due to the simulation of real-life environments. As a result of the COVID-19 pandemic and social distancing, it became difficult to use and practice newly learned language skills with real people directly. This paper proposes a social VR mobile application that can be used anytime anywhere to offer a set of different VR environments that simulate real-life situations in order to learn and practice the English language. The application aims to improve speaking skills by offering a private session with a native speaker tutor or a community of learners to practice speaking. It combines the benefits of mobile learning, social networks, and VR. Initial usability testing results showed that the application is simple and easy to use, with some problems discovered and resolved. The application demonstrates that applying VR tools could contribute positively to learning English among the language learners using it.

The Effectiveness of Mobile Learning Technology at the Tertiary Level During Conflicts

“…The authors fully agree with the researchers who analysed the benefits of different Apps for learning English [34], [36], [37]. Moreover, we have verified the evidence of some apps efficacy for developing reading and comprehension skills and use of English skills.…”

“…Thus, the mentioned signifies that mobile learning applied in the experimental group was more efficient according to the students' results during "Legal English" than traditional learning, which was utilised in the control group. The obtained results of our experiment do not contradict the research findings of Zhang [34], Klimova [35] and Alwafi et al [36], who investigated mobile learning technology is a complementary method of teaching and learning English.…”

“…Being in alignment with the findings of Purnomo et al [38] that due to mobile learning educational space is not limited to university auditorium but shifted into virtual form, the authors also have proved that study space may even appear in very unsuitable and unnatural conditions like bomb shelters. Completely sharing the opinions of the researchers [35], [36], [39] about the outcome of mobile learning technology for words, idioms boosting and other language skills developing, we have witnessed several supplementary possibilities provided by smartphones, which became no less important during the conflict. They are associated with closing the gap both inside academic groups and between academic staff and students when learners feel the need to be with their teachers and group mates, there is a psychological need to distract from the military action and that is mobile learning which helps in it.…”

“…Klimova [35] studied the impact of educational applications in smartphones on students' achievements in English vocabulary learning. Alwafi et al [36] investigated developing English speaking skills through social virtual reality mobile application. All the researchers concluded that mobile learning technology is a useful complemen-tary method of teaching and learning foreign languages as it contributes positively to the language learning, enhances students' performance and encourages them.…”

Creating an Immersive XR Learning Experience: A Roadmap for Educators

“…Over the last decade, a number of studies have shown that these virtual tools and platforms can greatly enhance learning experiences [6][7][8][9][10][11][12][13][14]. It has also been used during the pandemic to aid language learners during the lockdown, with no possibility of practicing their speaking skills in the real world [15]. Moreover, they have been used to teach learners with special needs how to deal with issues both in and out of the classroom.…”