“Whoa! Incredible!:” Language Learning Experiences in Virtual Reality

Abstract

Recently, immersive virtual reality (VR) environments for language learning have garnered interest from researchers and practitioners alike, based on their realistic imitations of environments where target languages might be used for “authentic-like” interactions (with other learners, bots and avatars). However, the majority of research thus far has focused on university-level students’ perceptions of VR and there is a critical need for research examining how these environments can be used effectively with kindergarten to grade 12 students. This article discusses a pilot study that aims to fill this gap in research through a three-month-long VR study conducted with 10- to 11-year-old students in Spain ( n = 24) studying English as a foreign language (EFL). VR lessons were taught using the VR language learning platform Immerse and Oculus Quest 2 VR headsets. The data corpora consist of recordings of the VR activities, comparable non-VR classroom activities and teacher-directed student output (pre-VR and post-VR activities focused on the target language). Fragments of interactions during activities in both VR and the classroom were selected and transcribed. The Common European Framework of Reference for Languages: Learning, Teaching, Assessment Companion Volume (CEFR-CV) illustrative descriptors were then used to map the participants’ language performance to the CEFR-CV scales. Findings indicate that production of the target language is less controlled and less accurate in VR compared to face-to-face “traditional” oral activities in the classroom. However, there are more examples of spontaneous language use, more examples of mediation between the learners and even moments of higher than expected levels of production and comprehension, equivalent to English language level B1 descriptors in VR.

An exploratory study on practising listening comprehension skills in high‐immersion virtual reality

“…Because VR has been recognized as a valuable platform for language learners, scholars have explored its potential for practising communicative skills and social interactions (Gruber & Kaplan-Rakowski, 2020;Kaplan-Rakowski & Gruber, 2021;Li & Lan, 2021;Thrasher, 2022), including interactions in virtual exchanges (Dooly et al, 2023;Gruber et al, 2023) and one-on-one tutoring sessions (Kaplan-Rakowski & Gruber, 2021).…”

Teaching with Technology in the Post-Pandemic Digital Age: Technological Normalisation and AI-Induced Disruptions

“…VR's potential for language teaching and learning has attracted much attention from researchers and practitioners (for example, Wu et al 2021). In this special issue, Dooley et al (2023) report on a pilot study that explored the effects of a three-month-long VR intervention on 10-11-year-old Spanish EFL learners' target language production. They found that while the production of English in VR environments was less controlled and less accurate than in traditional face-to-face oral activities, there were more examples of spontaneous language use, increased mediation between learners and higher levels of production and comprehension than expected.…”

Exploring the Impact of Virtual Reality on Developing EFL Learners’ Speaking Skills in Situated Learning

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