Exploring Multiliteracy of Pre-Service Language Teachers through Spherical Video-Based Virtual Reality

This qualitative study aims to explore how the production of language learning materials using spherical video-based virtual reality (SVVR) affords pre-service teachers multiliteracy development while also attempting to discover their perceptions toward adopting this emerging technology for future l...

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Bibliographic Details
Published in:Educational Technology ＆ Society 2023-07, Vol.26 (3), p.101-114
Main Authors: Lin, Rae Ping, Wu, Wen-Chi Vivian
Format: Article
Language:English
Subjects:
Computer Simulation
Digital Literacy
Educational aspects
English (Second Language)
English education
English teachers
Foreign Countries
Graduate Students
Instructional Materials
Interviews
Language Teachers
Learning
Learning Processes
Lesson Plans
multimodality
Multiple Literacies
pre-service english teachers
Preservice Teachers
Second Language Instruction
Second Language Learning
Semi Structured Interviews
Special Issue Articles
Student Attitudes
Student Projects
Student teachers
svvr
Teacher Education Programs
Teachers
Teaching
Teaching Methods
Technology application
Video Technology
Virtual reality
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Summary:This qualitative study aims to explore how the production of language learning materials using spherical video-based virtual reality (SVVR) affords pre-service teachers multiliteracy development while also attempting to discover their perceptions toward adopting this emerging technology for future language teaching. Data from multiple sources was collected from pre-service English teachers enrolled in a TESOL graduate program in Taiwan, including video-recordings of the participants' presentations on their final SVVR projects and their self-generated VR teaching materials/artifacts, with two one-to-one semi-structured interviews further analyzed based on thematic analysis. The major findings demonstrate that through conducting the SVVR project, participants learned: (1) to compose multimodal lessons; (2) to concretize intangible contexts for learning; and (3) to use space as a mode for teaching and learning. The authors presented insights into affordance of SVVR material production for their multiliteracy development of engaging pre-service English teachers, as well as their perceptions with regard to this SVVR hands-on experience. Moreover, the authors offer recommendations for putting such experience into practice.
ISSN:1176-3647
1436-4522
1436-4522
DOI:10.30191/ETS.202307_26(3).0008