The Continuing Evolution of Virtual Worlds for Language Learning

Sadler, Randall

doi:10.1002/9781118914069.ch13

Cited by 9 publications

(2 citation statements)

References 16 publications

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“…VR-related areas that did gain interest from the CALL community were language learning with stereoscopic three-dimensional visualizations (Kaplan-Rakowski, 2016), in gaming (e.g. Cornillie, Thorne, & Desmet, 2012), and in virtual worlds (Kaplan-Rakowski, 2011;Sadler, 2017). While each of these areas was valuable to explore, they all involved low-immersion VR environments.…”

Section: Introductionmentioning

confidence: 99%

Students’ attitudes toward high-immersion virtual reality assisted language learning

Rakowski¹,

Wojdyński²

2018

Future-Proof CALL: Language Learning as Exploration and Encounters – Short Papers From EUROCALL 2018

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This pilot study delivers a preliminary report on students' attitudes toward Virtual Reality Assisted Language Learning (VRALL). Learners (N=22) participated in a VRALL lesson and then completed a post-experience survey. Virtual Reality (VR) technology allows for learning experiences that increasingly remove geographic limitations to foreign language learners. Thanks to multisensory features of VR, including 360-degree, three-dimensional visualizations, students' experiences are highly immersive. Descriptive statistics provide preliminary evidence that VR technology is engaging and immersive for learners. Moreover, VR could play a role in Computer Assisted Language Learning (CALL), especially when pitfalls such as cybersickness are overcome.

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Section: Introductionmentioning

confidence: 99%

Students’ attitudes toward high-immersion virtual reality assisted language learning

Rakowski¹,

Wojdyński²

2018

Future-Proof CALL: Language Learning as Exploration and Encounters – Short Papers From EUROCALL 2018

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“…Like MALL, VR fulfills three essential components of successful L2 learningthat is, authentic contexts, learners' active involvement, and meaningful social interaction (see Lan, 2014;Legault et al, 2019a;Sadler, 2017 for reviews). Sadler (2017) provided a brief history of L2 applications of virtual worlds including platforms such as Second Life. Lan (2020a) suggested that current L2 applications of VR learning can be classified into five categories based on different pedagogical purposes: (1) expanding L2 learners' visual experience, (2) learning by operating or manipulating virtual objects, (3) learning by creation, (4) creating a joyful learning process, and (5) building a social network.…”

Section: Virtual Reality (Vr)mentioning

confidence: 99%

Digital Language Learning (DLL): Insights from Behavior, Cognition, and the Brain

2021

Bilingualism

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How can we leverage digital technologies to enhance language learning and bilingual representation? In this digital era, our theories and practices for the learning and teaching of second languages (L2) have lagged behind the pace of scientific advances and technological innovations. Here we outline the approach of digital language learning (DLL) for L2 acquisition and representation, and provide a theoretical synthesis and analytical framework regarding DLL's current and future promises. Theoretically, DLL provides a forum for understanding differences between child language and adult L2 learning, and the effects of learning context and learner characteristics. Practically, findings from learner behaviors, cognitive and affective processing, and brain correlates can inform DLL-based language pedagogies. Because of its highly interdisciplinary nature, DLL can serve as an approach to integrate cognitive, social, affective, and neural dimensions of L2 learning with new and emerging technologies including VR, AI, and big data analytics.

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Toward Langua‐technocultural Competence

Sauro¹,

Chapelle²

2017

The Handbook of Technology and Second Language Teaching and Learning

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The Continuing Evolution of Virtual Worlds for Language Learning

Cited by 9 publications

References 16 publications

Students’ attitudes toward high-immersion virtual reality assisted language learning

Students’ attitudes toward high-immersion virtual reality assisted language learning

Digital Language Learning (DLL): Insights from Behavior, Cognition, and the Brain

Toward Langua‐technocultural Competence

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