The Advantages and Challenges of VR-Enhanced Foreign Language Learning in a Japanese University: A Preliminary Study (71554)
Session Chair: Hsieh-Jun Chen
Monday, 13 November 2023 12:10
Session: Session 2
Room: Room B (Live Stream)
Presentation Type: Live-Stream Presentation
The first purpose of this study was to investigate how the participants perceived Virtual Reality (hereafter, VR) English sessions. This purpose is important because little is known about students' perception of foreign language learning using VR as a tool in Japan. The second purpose concerned how the participants' English proficiency changed before and after VR English sessions. The results for this research question allow researchers to gain a clear understanding of the relationship between VR English sessions and the fluctuations of the participants' English proficiency over one-year period and show how the VR English sessions exerted a positive effect on the participants' reading and listening English proficiency. The third purpose was to investigate how the participants perceived five affective orientations: Speaking Self-Confidence, Speaking-Motivation, Willingness to Communicate, Attitude toward Speaking English, and Speaking Anxiety after the five VR sessions. Eight students enrolled in VR English sessions in a private university in Tokyo, Japan in the 2022 academic year. To assess the participants' five affective orientations, the questionnaires were distributed after the five VR English sessions. Lastly, the CASEC English communication examination was administered as a pretest and posttest As conclusions, the development of information technology delivers benefits to education as learning activities, therefore, the creation and development of context and interaction are the key elements in the development of technology-supported language learning. This study suggested that VR sessions exert a meaningful, positive impact on some participants' reading and listening English proficiency, as well as motivation and Willingness to Communicate in speaking.
Abstract Summary
Researchers from Nihon University conducted a longitudinal VR-enhanced foreign language learning in the 2022 academic year. The first purpose of this study was to investigate how the participants perceived Virtual Reality (VR) English sessions. The second purpose concerned how the participants' English proficiency changed before and after VR English sessions. The third purpose was to investigate how the participants perceived five affective orientations: Speaking Self-Confidence, Speaking-Motivation, Willingness to Communicate, Attitude toward Speaking English, and Speaking Anxiety after the five VR sessions.
Authors:
Wakako Kobayashi, Nihon University, Japan
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