Exploring the Applicability of Virtual Reality-Enhanced Education on Extrovert and Introvert EFL Learners' Paragraph Writing

Autor/in	Khodabandeh, Farzaneh
Titel	Exploring the Applicability of Virtual Reality-Enhanced Education on Extrovert and Introvert EFL Learners' Paragraph Writing
Quelle	In: International Journal of Educational Technology in Higher Education, 19 (2022), Artikel 27 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Khodabandeh, Farzaneh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2365-9440
DOI	10.1186/s41239-022-00334-w
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Personality Traits; Comparative Analysis; Extraversion Introversion; Teaching Methods; Language Tests; Computer Simulation; Writing (Composition); Personality Measures; Neurosis; Writing Instruction; Instructional Effectiveness; Online Courses; Eysenck Personality Inventory + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Teaching method; Lehrmethode; Unterrichtsmethode; Language test; Sprachtest; Computergrafik; Computersimulation; Schreibübung; Neurose; Schreibunterricht; Unterrichtserfolg; Online course; Online-Kurs
Abstract	During the past decade, Virtual reality (VR)-enhanced education has been adopted as a pedagogically new learning approach to smooth the learning progress. With the rise of VR-enhanced activities, investigating the effect of personality types of EFL learners on their writing performance to use VR-based instruction for learning may be a crucial factor influencing their achievement. This study was an attempt to research the impact of VR- enhanced classes on paragraph writing of extrovert and introvert English foreign language (EFL) Learners. To achieve the purpose of the study, first, the Preliminary English Test (PET) was administered for ensuring the homogeneity of the sample. Once the homogeneity was established, a total of 52 EFL intermediate students were selected and placed into two comparative and two control groups, with 13 participants in each group. Four groups took part in the study, with two groups undergoing treatment with the non-VR teaching approach of paragraph writing and two groups undergoing treatment of VR-enhanced education. Among these four groups, two consisted of introverts and two extroverts that were identified through Eysenck Personality Inventory. The two comparative groups received 12 sessions of VR-enhanced education in online classes (instead of drawing pictures and sharing them within their group, they watched the process activities in the VR environment.), but the control group received learning writing paragraphs through using instructor's instructional materials. After 6-weeks of treatment sessions, all participants of the study took the post-test. According to the results, the VR-enhanced education was more effective than the non-VR teaching approach in developing paragraph writing of both introverts and extroverts. Moreover, the results of the research showed no significant differences between the performance of the introverts and extroverts, meaning that both had the same performance. The results of this study may pave the way for teachers to use VR-based technology in online and traditional classes without worrying about how learners with different personality traits respond. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01