Facilitating Communicative Ability of EFL Learners via High-Immersion Virtual Reality

• Published in: Educational Technology ＆ Society 2020-01, Vol.23 (1), p.30-49
• Main Authors: Yang, Fang-Chuan Ou, Lo, Fang-Ying Riva, Hsieh, Jun Chen, Wu, Wen-Chi Vivian
• Format: Article
• Language: English
• Subjects: Analysis; Authentic Learning; Communication Skills; communicative ability; Communicative competence; Computer Simulation; Context; Data analysis; Educational Technology; English (Second Language); english as a foreign language; English as a second language; English as a second language instruction; English Instruction; English Language Learners; Foreign Countries; Foreign languages; Full Length Articles; High School Students; High schools; immersion; Independent study; Interviews; Junior High School Students; Learning; Learning Experience; Low Achievement; Middle and junior high school students; Middle school students; Model testing; presence; Program Effectiveness; Qualitative analysis; Qualitative Research; Second Language Learning; Self instruction; Semi Structured Interviews; Student Attitudes; Students; Teaching Methods; Technology Uses in Education; Virtual reality
• ISSN: 1176-3647; 1436-4522; 1436-4522
• DOI: 10.30191/ETS.202001_23(1).0003

Developing communicative ability of English as a Foreign Language (EFL) learners is essential when it comes to authentic learning. Nevertheless, conventional textbook usage and English instruction often fail to be learner-engaging. With the help of high-immersion Virtual Reality (VR), language learning can be transformed into a more self-directed learning experience, using a simulated authentic environment to enhance engagement. Therefore. a three-dimensional learning system. Virtual Reality Life English (VRLE), was developed to provide learners with an authentic setting to facilitate communicative ability development. Seventy-two low-achieving junior high school students were recruited as participants. Multiple data sources were collected for both quantitative and qualitative data analysis of VRLE, including a pre-test/post-test addressing communicative performance, an Igroup Presence Questionnaire (IPQ) for the students' perception of perceived presence, and a semi-structured interview. The primary affordances were the beneficial application of VRLE to English communicative ability and an enhanced sense of presence in an EFL context. Furthermore, the students were positive about the learning experience. The study proves the potential of incorporating high-immersion VR technology in an EFL context. Nevertheless, the challenge of its accessibility needs careful consideration in future research to place VR in an advantageous position for language learning.