Extending a learning ecology with virtual reality mobile technology: oral proficiency outcomes and students’ perceptions

Hoang, Diem Thi Ngoc; McAlinden, Maggie; Johnson, Nicola F.

doi:10.1080/17501229.2022.2070626

Cited by 15 publications

(7 citation statements)

References 41 publications

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“…Mobile devices have also been considered effective tools in developing vocabulary (e.g., Honarzad & Soyoof, 2023;Kara, 2022;Li & Cummins, 2019;Li & Hafner, 2022;van Lieshout & Cardoso, 2022), speaking skills (e.g., Le & Nguyen, 2021;Sun et al, 2017), pronunciation (e.g., Fithriani, 2021;Fouz-Gonzá lez, 2020), writing skills (e.g., Andujar, 2016;Wang & Jiang, 2021), and dynamic assessment (Rassaei, 2021). However, relatively little research work has been done to examine learners' acceptance of mobile devices in language learning, even though it is important to explore and consider learner perspectives before implementing MALL (Botero et al, 2018;Hoang et al, 2022;Hoi, 2020;Luo & Watts, 2022). For example, Chwo et al (2018) examined 213 studies and found -significant discrepancies between how teachers and instructional designers expect MALL devices to be used and how the students actually use them‖ (p. 62).…”

Section: Introductionmentioning

confidence: 99%

Undergraduate EFL Learners’ Use and Acceptance of Mobile-Assisted Language Learning: A Structural Equation Modeling Approach

Alhadiah¹

2023

WJEL

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Mobile-assisted language learning has received growing attention from the technology industry through the proliferation of mobile learning platforms and applications. The literature has promoted the potential effectiveness of such platforms. However, little attention has been given to learners’ use behavior and perceptions, which play an essential role in successful implementation. In addition, research is scare on the acceptance and use of MALL to learn English in Middle Eastern countries. The Unified Theory of Acceptance and Use of Technology 2 was employed in this study to examine the main factors affecting the acceptance and use of MALL among 945 undergraduate EFL learners in Saudi Arabia. The findings demonstrated that the constructs of habit, performance expectancy, facilitating conditions, hedonic motivation, and social influence were significant indicators of EFL learners’ behavioral intention to use MALL. Out of habit, behavioral intention, and facilitating conditions, habit was the only construct with a significant impact on participants’ use behavior.

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Section: Introductionmentioning

confidence: 99%

Undergraduate EFL Learners’ Use and Acceptance of Mobile-Assisted Language Learning: A Structural Equation Modeling Approach

Alhadiah¹

2023

WJEL

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“…[9] Diem Thi Ngoc Hoang, Maggie McAlinden and Nicola F. Johnson investigated the potential of virtual reality (VR) to develop the oral proficiency of EFL students and their perceptions of using VR mobile technology in EFL learning. [10]Their research results showed VR can improve the efficiency of oral English training, the experimental group had more interactions and made more attempts to improve their speaking. The findings showed that the application of VR decreased the students' PSA and the PQP-PTVR approach may enhance learners' speaking proficiency and improve their interactions.…”

Section: Studies On Vr In Efl Teachingmentioning

confidence: 99%

A Review of Virtual Reality Technology in EFL Teaching

Cai¹

2022

EHSS

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Introduction of VR technology into EFL teaching can change traditional teaching methods by increasing learners’ interaction, engagement and motivation. However, studies of VR technology in EFL teaching and learning are scarce. This paper offers a review of current studies on VR-based EFL teaching and learning, encompassing 20 studies published between 2020 to 2022. There are three ESL-related findings in this study: (1) VR is beneficial for EFL learners’ listening comprehension, reading comprehension, speaking, pronuntiation, vocabulary acquisition and writing. (2) Integration of VR in an EFL lesson can lower students’ foreign language anxiety in an authentically fully-immersive context and improve students’ interaction; (3)The application of VR can enhance students’ intracultural learning, facilitate learners’ creative self-efficacy and intrinsic motivation. It is hoped that this review can provide insights for teachers, educators, and software develpers to consider the advantages and disadvantages of VR before it is integrated into ESL teaching in EFL classroom.

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“…To address these challenges, there is a pressing need for innovative approaches that leverage the power of big data management and mining techniques, augmented by intelligent technologies. By harnessing the capabilities of advanced data processing algorithms and machine learning models, educators and researchers can gain deeper insights into student behaviour, learning patterns, and performance metrics [2]. These insights, in turn, can inform the design of more effective teaching strategies, personalized learning experiences, and targeted interventions to support student success.…”

Section: Introductionmentioning

confidence: 99%

Online Education Big Data Management and Mining Based on Intelligent Technology

Hong Zhang

2024

jes

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The advent of online education platforms has revolutionized traditional learning paradigms, providing unprecedented access to educational resources worldwide. However, the vast amounts of data generated by these platforms present significant challenges in terms of effective management and utilization. This paper proposes a comprehensive approach to address these challenges through the integration of big data management and mining techniques, supported by intelligent technologies. By harnessing the power of advanced data management strategies and cutting-edge machine learning algorithms, our approach aims to unlock valuable insights from online education data, thereby enhancing the learning experience and improving educational results. This paper presents a systematic framework for online education big data management and mining, encompassing data collection, storage, preprocessing, analysis, and visualization. Furthermore, we discuss the role of intelligent technologies such as artificial intelligence, natural language processing, and predictive analytics in optimizing the process of data mining and knowledge discovery. Through case studies and experimental evaluations, we demonstrate the effectiveness and applicability of our approach in real-world online education scenarios. Our research contributes to the growing body of knowledge in the field of educational data mining and underscores the potential of intelligent technology in shaping the future of online learning.

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Extending a learning ecology with virtual reality mobile technology: oral proficiency outcomes and students’ perceptions

Cited by 15 publications

References 41 publications

Undergraduate EFL Learners’ Use and Acceptance of Mobile-Assisted Language Learning: A Structural Equation Modeling Approach

Undergraduate EFL Learners’ Use and Acceptance of Mobile-Assisted Language Learning: A Structural Equation Modeling Approach

A Review of Virtual Reality Technology in EFL Teaching

Online Education Big Data Management and Mining Based on Intelligent Technology

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