scholarly journals A virtual reality-based language learning environment to teach sentence word order

2019 ◽  
Vol 5 (5) ◽  
Author(s):  
Kanade Sato ◽  
Keyword(s):  
Virtual Reality ◽  
Learning Environment ◽  
Language Learning ◽  
Word Order

A Constructivist Desktop Virtual Reality-Based Approach to Learning in a Higher Education Institution

2019 ◽  
pp. 258-283
Author(s):  
Serpil Meri-Yilan
Keyword(s):  
Virtual Reality ◽  
Learning Environment ◽  
Language Learning ◽  
Education Institution ◽  
Constructivist Approach ◽  
Approach To Learning ◽  
Desktop Virtual Reality ◽  
High System ◽  
Learner Differences ◽  
Desktop Vr

Virtual reality (VR) technology has recently started shaping learning, especially language learning, with the aim of immersing learners into a VR learning environment. However, because of the high system cost of fully immersive VR, desktop VR has been implemented and preferred in educational settings. Based on a constructivist approach, desktop VR has drawn attention to the need for learner autonomy and an authentic VR learning environment. Therefore, this chapter describes empirical research on desktop VR-based learning using a constructivist approach. The research examined university students' interaction and perceptions of learning in this kind of learning environment. Based on the empirical findings gathered from observations and interviews, this chapter has aimed to discuss not only the issues observed both in previous studies and in this chapter, but also additional issues such as scaffolding, self-paced learning, collaboration, and learner differences in order for learning to occur in a well-designed desktop VR learning environment.

Didattica delle lingue in prospettiva interculturale: innovazione e potenzialità

2009 ◽  
Vol 14 ◽  
pp. 189-198
Author(s):  
Manuela Derosas
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Communicative Competence ◽  
Language Education ◽  
Intercultural Communicative Competence ◽  
New Paradigm ◽  
Language And Culture ◽  
Learning And Teaching ◽  
Vast Literature ◽  
The Creation

Since the early ’80s the adjective "intercultural" in language learning and teaching has seemed to acquire a remarkable importance, although its meaning is strongly debated. As a matter of fact, despite the existence of a vast literature on this topic, difficulties arise when applying it in the classroom. The aim of this work is to analyze the elements we consider to be the central pillars in this methodology, i.e. a renewed language-and culture relation, the Intercultural Communicative Competence, the intercultural speaker. These factors allow us to consider this as a new paradigm in language education; furthermore, they foster the creation of new potentialities and configure the classroom as a significant learning environment towards the discovery of Otherness.

scholarly journals Foreign Language Learning Gamification Using Virtual Reality—A Systematic Review of Empirical Research

2021 ◽  
Vol 11 (5) ◽  
pp. 222
Author(s):  
Rafael Darque Pinto ◽  
Bruno Peixoto ◽  
Miguel Melo ◽  
Luciana Cabral ◽  
Maximino Bessa
Keyword(s):  
Systematic Review ◽  
Virtual Reality ◽  
Foreign Language ◽  
Language Learning ◽  
Empirical Research ◽  
Second Language Learning ◽  
English Language ◽  
New Technologies ◽  
Foreign Language Learning ◽  
Traditional Approaches

Virtual reality has shown to have great potential as an educational tool when it comes to new learning methods. With the growth and dissemination of this technology, there is a massive opportunity for teachers to add this technology to their methods of teaching a second/foreign language, since students keep showing a growing interest in new technologies. This systematic review of empirical research aims at understanding whether the use of gaming strategies in virtual reality is beneficial for the learning of a second/foreign language or not. Results show that more than half of the articles proved that virtual reality technologies with gaming strategies can be used to learn a foreign language. It was also found that “learning” was the most evaluated dependent variable among the chosen records, augmented reality was the leading technology used, primary education and lower secondary was the most researched school stages, and the most used language to evaluate the use of gamified technology was by far the English language. Given the lack of directed investigation, it is recommended to use these technologies to support second language learning and not entirely replace traditional approaches. A research agenda is also proposed by the authors.

Investigating Chinese University Students’ Enjoyment in a Web-Based Language Learning Environment: Validation of the Online Foreign Language Enjoyment Scale

2021 ◽  
pp. 003151252110417
Author(s):  
Xin Wang ◽  
Yang Wang ◽  
Yizhi Yang ◽  
Lu Wang
Keyword(s):  
Factor Analysis ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
First Language ◽  
Pedagogical Practices ◽  
Future Research ◽  
Web Based ◽  
Chinese University ◽  
Confirmatory Factor

The revolution in web-based technologies has enriched pedagogical practices and motivated scholars to address learners’ positive and negative emotions in the web-based language learning environment. In this study, we first examined the psychometric properties of the Foreign Language Enjoyment Scale (FLES) and then developed the Online Foreign Language Enjoyment Scale (OFLES). We adopted a mixed-method approach using a sample of 383 first language Chinese EFL undergraduates. In stage one of the research, exploratory factor analysis and confirmatory factor analysis supported an 11-item and 4-factor OFLES structure with an ideal model fit. The four sub-domains of the new enjoyment construct were OFLES- Teacher, Private, Interaction, and Competence. The Teacher domain accounted for most variance. In stage two, the qualitative analyses of feedback on an open-ended question concerning enjoyable episodes from 56 of the 383 participants revealed various sources of enjoyment for Chinese university EFL learners attending online English courses. Our findings contribute to an emerging wave of research examining the cross-contextual application of the FLES and provide important pedagogical implications for L2 practitioners and researchers. We discuss suggestions for future research.

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