Virtual reality (VR) in the English language classroom: an ethnographic study

DOI: https://doi.org/10.5209/dill.88767
Keywords: virtual reality, language learning, CEFR, interaction, immersive environments

Abstract

This article presents an ethnographic study that examines two similar teaching situations in the English language classroom. The first takes place in a virtual reality (VR) environment with native English speakers and the second, among peers in a non-immersive (non-VR) environment. The sessions were carried out over 3 months in a 6th grade class (N=24; 11- to 12-year-olds). The integration of VR in the classroom aimed to enrich and reinforce non-VR activities and thus provide more opportunities for oral production and comprehension in the target language. The interactions of 6 students in the two environments were analyzed using a Multimodal Conversation Analysis (MCA) approach. Although VR can reduce the precision of learners' language production, the results indicate that it facilitates more spontaneous use of the foreign language, in addition to promoting new opportunities for its production and understanding. The study demonstrates how VR and non-VR activities are complementary and promote student participation and commitment to language learning.

 

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Author Biographies

Melinda Dooly, Universitat Autònoma de Barcelona
  Melinda Dooly is a Serra Húnter Full Professor, Chair in Technology-Enhanced Language & Intercultural Education in the Department of Language & Literature Education and Social Science Education at the Universitat Autònoma de Barcelona. Her principal research addresses technology-enhanced project-based language learning, intercultural communication and 21st century competences in teacher education. She has published widely in international journals and authored chapters and books in this area of study. She is the former (and founding) editor of Bellaterra Journal of Teaching & Learning Language & Literature and co-editor of the book series Telecollaboration in Education (Peter Lang). She is lead researcher of GREIP: Grup de Recerca en Educació, Interacció i Plurilingüisme (Research Centre for Education, Interaction & Plurilingualism).
Mónica López Vera, Universitat Autònoma de Barcelona

Mónica López Vera has worked in the field of education for over 25 years. She is an English teacher for primary education and associate professor at the Department of Language & Literature Education and Social Science Education at the Universitat Autònoma de Barcelona. She has also been a teacher educator of in-service teachers at the Catalan Department of Education for five years. Her work experience and academic knowledge has enriched her competences related to guiding students and teachers to experience new ways of learning and teaching through digital tools, project work, cooperative work, Content and Language Integrated Learning (CLIL) and, lately, the UNESCO’s 2030 agenda (17SDG). She is always willing to learn new approaches related to language teaching.

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Published
2024-05-17
How to Cite
Dooly M. y López Vera M. (2024). Virtual reality (VR) in the English language classroom: an ethnographic study. Didáctica. Lengua y Literatura, 36, 201-213. https://doi.org/10.5209/dill.88767
Issue
Vol. 36 (2024)
Section
Investigaciones y estudios

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