The Impact of Immersive Virtual Reality on EFL Learners' Listening Comprehension

Autor/inn/en	Tai, Tzu-Yu; Chen, Howard Hao-Jan
Titel	The Impact of Immersive Virtual Reality on EFL Learners' Listening Comprehension
Quelle	In: Journal of Educational Computing Research, 59 (2021) 7, S.1272-1293 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Howard Hao-Jan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633121994291
Schlagwörter	Computer Simulation; Simulated Environment; Instructional Effectiveness; English (Second Language); Second Language Instruction; Second Language Learning; Listening Comprehension; Retention (Psychology); Early Adolescents; Grade 8; Junior High School Students; Student Attitudes; Sensory Experience; Interaction; Technology Integration; Educational Technology; Educational Equipment; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Künstliche Umwelt; Unterrichtserfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Hörverständnis; Merkfähigkeit; School year 08; 8. Schuljahr; Schuljahr 08; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Schülerverhalten; Sinnerfahrung; Interaktion; Unterrichtsmedien; Ausrüstung; Ausland
Abstract	Virtual reality via mobile-rendered head-mounted displays (MVR) has emerged as a valuable language learning tool. However, research has yet to fully access its effects on English as a Foreign Language (EFL) listening. Therefore, this study investigated the impact of MVR on EFL learners' listening comprehension. Seventy-two seventh graders in Taiwan were recruited and randomly assigned to an experimental (MVR player) or control (video watcher) group. The MVR players played the language learning VR app "Mondly," using a mobile-rendered head-mounted display. The video watchers watched a walkthrough video of "Mondly" on a PC screen. Listening comprehension tests, a presence questionnaire and interviews were used to evaluate the participants' listening comprehension, sense of presence, and perception of MVR-assisted EFL listening. The results showed the MVR players' listening comprehension and retention was significantly higher than the video watchers'. The interviews revealed that the majority of the MVR players found MVR-assisted EFL listening engaging and beneficial. MVR offered learners access to simulated, interactive, and immersive virtual environments to perform authentic learning activities, helping them activate prior knowledge and make appropriate inferences. Furthermore, virtual presence in MVR brought learner involvement from the fringe to the center, prevented cognitive overload, reduced anxiety, and thus aided comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01