Exploring the applicability of virtual reality- enhanced education on extrovert and introvert EFL learners’ paragraph writing

Abstract

During the past decade, Virtual reality (VR)-enhanced education has been adopted as a pedagogically new learning approach to smooth the learning progress. With the rise of VR-enhanced activities, investigating the effect of personality types of EFL learners on their writing performance to use VR-based instruction for learning may be a crucial factor influencing their achievement. This study was an attempt to research the impact of VR- enhanced classes on paragraph writing of extrovert and introvert English foreign language (EFL) Learners. To achieve the purpose of the study, first, the Preliminary English Test (PET) was administered for ensuring the homogeneity of the sample. Once the homogeneity was established, a total of 52 EFL intermediate students were selected and placed into two comparative and two control groups, with 13 participants in each group. Four groups took part in the study, with two groups undergoing treatment with the non-VR teaching approach of paragraph writing and two groups undergoing treatment of VR-enhanced education. Among these four groups, two consisted of introverts and two extroverts that were identified through Eysenck Personality Inventory. The two comparative groups received 12 sessions of VR-enhanced education in online classes (instead of drawing pictures and sharing them within their group, they watched the process activities in the VR environment.), but the control group received learning writing paragraphs through using instructor’s instructional materials. After 6-weeks of treatment sessions, all participants of the study took the post-test. According to the results, the VR-enhanced education was more effective than the non-VR teaching approach in developing paragraph writing of both introverts and extroverts. Moreover, the results of the research showed no significant differences between the performance of the introverts and extroverts, meaning that both had the same performance. The results of this study may pave the way for teachers to use VR-based technology in online and traditional classes without worrying about how learners with different personality traits respond.

A Systematic Review on the Effects of Blended Learning in EFL Higher Education Contexts

“…Eleven of the reviewed studies revealed a positive relationship between BL and EFL university student engagement (Ali et al, 2023;Alghofaili, 2022;Aydın & Çakır, 2022;Chen, 2022;Dousti & Amirian, 2023;Huang et al, 2022;Khodabandeh, 2022;Mohamed, 2022;Qays et al, 2022;Zhao et al, 2023), motivation Aydın & Çakır (2022); Chang (2023); Chen (2022); Mohamed, (2022); Qays et al (2022), and autonomy (Alghofaili, 2022;Aydın & Çakır, 2022;Chen, 2022;Huang et al, 2022;Khodabandeh, 2022;Qays et al, 2022). In a study done by Chen (2022), mixed-methods research was used to assess the efficacy of BL in enhancing student autonomy.…”

A triangulation method on the effectiveness of digital game-based language learning for vocabulary acquisition

“…As they provide immersive experiences that can help students to better understand and retain new information. For example, a virtual classroom allows students to interact with a virtual teacher and other students in a virtual environment (Cai & Zhao, 2021 ), while augmented reality (Annamalai et al, 2022 ) and VR (Khodabandeh, 2022 ) can be used to create interactive language learning experiences that simulate real-life situations. Research has shown that these technologies can improve language acquisition, particularly for vocabulary and grammar" (Kondratiuk et al, 2022 ).…”

Prospects of augmented reality and virtual reality for online education: a scientometric view

“…The subject of AR and VR in the online education domain have been explored through experiments in teaching and learning environment (Khodabandeh, 2022; Hsieh, 2021; Avanzato, 2018). Some other scholars have investigated AR and VR experiences of teachers and learners using survey and questionnaires (Low et al ., 2022; Vagg et al ., 2020; Luo et al ., 2017).…”