Implementing Virtual Reality–Enhanced Tasks in Chinese Language Teaching

TLDR: This paper explored the design and effects of VR-incorporated tasks in Chinese language classrooms and found that learners' self-perceived experiences in VRincorporated language learning were quite positive, and that VR incorporated tasks enhanced their motivation, engagement, and confidence.

Abstract: Virtual Reality (VR) has great potential to enable immersive, interactive, and intuitive language learning. Several studies have discussed the effectiveness of VR in language learning (Collentine in Language Learning & Technology. 15:50–67, 2011; Schwienhorst in Computer Assisted Language Learning 15:221–239, 2002), yet such attempts in teaching Chinese as a foreign language are still rare. Using the VR technologies Unity and Google Cardboard to enhance language learning, this study explores the design and effects of VR-incorporated tasks in Chinese language classrooms. Twenty-seven American college students participated in the study, with proficiency ranging from novice-high to intermediate-low levels. A combination of quantitative and qualitative analysis was employed to assess learners’ perception of their language learning experience and evaluate their motivation, engagement, and confidence. The results show that learners’ self-perceived experiences in VR-incorporated language learning were quite positive, and that VR-incorporated tasks enhanced their motivation, engagement, and confidence. Reflections on the use of the VR technology and directions for future study are discussed at the end of the study.