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Journal ArticleDOI

The effect of Google Expeditions virtual reality on EFL learners’ willingness to communicate and oral proficiency

04 Dec 2020-Computer Assisted Language Learning (Informa UK Limited)-pp 1-25
TL;DR: In this article, the authors report the results of a mixed-methods investigation on the impact of a virtual reality (VR) tool on Iranian EFL learners' willingness to communicate (WTC) and oral proficiency.
Abstract: This study reports the results of a mixed-methods investigation on the impact of a virtual reality (VR) tool on Iranian EFL learners' willingness to communicate (WTC) and oral proficiency. Twenty u...
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Journal ArticleDOI
TL;DR: It was found that immersing learners into virtual worlds is the main approach to language learning in AR and VR studies and implications identified from previous research include the need of providing training for teachers, enlarging sample sizes, and exploring learner factors such as learner engagement and satisfaction.
Abstract: This paper provided a systematic review of previous Augmented Reality (AR) and Virtual Reality (VR) studies on language learning. A total of 88 articles were selected and analyzed from five perspectives: their ways of integrating AR or VR tools in language learning; main users of AR and VR technologies; major research findings; why AR and VR tools are effective in promoting language learning; and the implications. It was found that (1) immersing learners into virtual worlds is the main approach to language learning in AR and VR studies; (2) university students were the main users of AR/VR technologies; (3) the major research findings concerning the benefits of AR and VR included improvement of students’ learning outcomes, enhancement of motivation, and positive perceptions towards using AR and VR; (4) AR and VR tools promoted language learning through providing immersive learning experience, enhancing motivation, creating interaction, and reducing learning anxiety; and (5) implications identified from previous research include the need of providing training for teachers, enlarging sample sizes, and exploring learner factors such as learner engagement and satisfaction.

58 citations


Cites methods from "The effect of Google Expeditions vi..."

  • ...VR technologies such as Google Cardboard and Google Expeditions also provide learners with 3D images for cultural and language learning, e.g., [27,30]....

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  • ...For VR tools, several studies used VR tools developed by Google such as Google Expedition [27,57,58], Goog e Earth [29] and Tour Creator [30,59]....

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  • ...Computer Assisted Language Learning [58] Fuhrman et al. (2020) The moving learner: Object manipulation in virtualreality improves vocabulary learning Journal of Computer Assisted Learning [64] Gordon et al. (2019) Affordance compatibility effect for word learning invirtual reality Cognitive science [96] Hagström, & Winman (2018) Virtually overcoming grammar learning with 3Dapplication of Loci mnemonics?...

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  • ...TESOL Quarterly [71] Tai et al. (2020) The impact of a virtual reality app on adolescent EFLlearners’ vocabulary learning Computer Assisted Language Learning [86] Taskiran (2019) The effect of augmented reality games on English asforeign language motivation E-Learning and Digital Media [43] Tsai (2020) The Effects of Augmented Reality to Motivation andPerformance in EFL Vocabulary Learning International Journal of Instruction [108] Tuli (2020) Evaluating Usability of Mobile-Based AugmentedReality Learning Environments for Early Childhood International Journal of Human–Computer Interaction [46] Van Ginkel et al. (2020) The impact of computer-mediated immediate feedback on developing oral presentation skills: An exploratory study in virtual reality Journal of Computer Assisted Learning [28] Wang & Khambar (2020) The application of game-based AR learning model inEnglish sentence learning Online Journal of Educational Technology [44] Wang et al. (2019) Impact of digital content on young children’s readinginterest and concentration for books Bilingualism: Language and Cognition [109] Wen (2018) Chinese character composition game with the augmentpaper Journal of Educational Technology & Society [41] Wen (2019) An Augmented Paper Game With Socio-CognitiveSupport IEEE Transactions on Learning Technologies [110] Wem (2020) Augmented reality enhanced cognitive engagement: designing classroom-based collaborative learning activities for young language learners Educational Technology Research and Development [42] Sustainability 2021, 13, 4639 24 of 28 Table A1....

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  • ...Journal of Language and Linguistic Studies [69] Eang & Na-Songkhl (2020) The Framework of an AR-Quest Instructional Design Model Based on Situated Learning to Enhance Thai Undergraduate Students’ Khmer Vocabulary Ability LEARN Journal: Language Education and Acquisition Research Network [24] Ebadi & Ebadijalal, (2020) The effect of Google Expeditions virtual reality on EFL learners’ willingness to communicate and oral proficiency....

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Journal ArticleDOI
TL;DR: The field of language education has experienced a rise in using virtual reality (VR) to support interactive, contextualized, and collaborative language learning in recent years as mentioned in this paper, and the current study i...
Abstract: The field of language education has experienced a rise in using virtual reality (VR) to support interactive, contextualized, and collaborative language learning in recent years. The current study i...

15 citations

Journal ArticleDOI
TL;DR: The authors explored factors that have influenced Iranian English as a Foreign Language (EFL) learners' willingness to communicate (WTC) in an extramural digital (ED) context, an ever-increasing second language (L2) communication context.
Abstract: This study explored factors that have influenced Iranian English as a Foreign Language (EFL) learners’ willingness to communicate (WTC) in an extramural digital (ED) context, an ever-increasing second language (L2) communication context. To this end, the researcher interviewed 50 Iranian secondary school language learners. Having used thematic analysis, four broad sources influencing students’ L2 WTC were found, such as educational practices (K-12 instruction), interpersonal variables (familiarity with the interlocutors and supportive communities), affective variables (L2 confidence and anxiety in ED context), and social variable (intergroup climate). More importantly, these factors seem to influence each other during communication in the ED contexts. This study can broaden our understanding of how Iranian secondary students use ED contexts to improve their L2 WTC. Understanding these factors can give insight to Iranian policymakers and teachers to promote the L2 WTC of Iranian students in classroom contexts.

8 citations

Journal ArticleDOI
TL;DR: This article conducted a meta-analysis of 21 quantitative studies with 1144 participants published between 2010 and 2021 to examine the effects of VR on students' language learning academic performance, including linguistic gains and affective gains.
Abstract: Existing literature reflects that VR technology is widely used in language learning settings. Although many studies have identified the multiple benefits and affordance of Virtual Reality (VR) technologies in language learning, most studies are qualitative studies that do not provide substantial evidence to investigate the impact of this technology on language learning. To this end, this study conducted a meta-analysis of 21 quantitative studies with 1144 participants published between 2010 and 2021. The study’s main purpose was to examine the effects of VR on students’ language learning academic performance, including linguistic gains and affective gains. The results indicated that VR-assisted language learning had a medium effect on the linguistic gains (Hedges’ g = 0.662, 95% CI [0.398–0.925], p < 0.001) and affective gains (Hedges’ g = 0.570, 95% CI [0.309–0.831], p < 0.001) of students compared to non-VR conditions, respectively. Furthermore, the study further analyzed the impact of several moderator variables such as education levels, hardware types, language skills, target language, and L1/L2 on language learning gains. The research indicates that VR technology has a great potential to improve language learning as an educational resource and provides suggestions for further research and practice on the use of VR-assisted language learning.

6 citations

Journal ArticleDOI
TL;DR: This paper investigated the effects of VR on elementary school students' English-speaking performance and such affective variables as their willingness to communicate (WTC) and learning autonomy, and found that VR significantly increased students' grammar and lexical use in their speaking performance, but not their pronunciation, fluency and intonation, WTC, or learning autonomy.
Abstract: Virtual Reality (VR) has been used to enhance EFL learners’ speaking skills due to its immersive and interactive features. This study thus investigated the effects of VR on elementary school students' English-speaking performance and such affective variables as their willingness to communicate (WTC) and learning autonomy. Fifty-six EFL sixth graders participated in a tour in a museum. When learning and practicing dialogues and vocabulary related to the museum, students in the experimental group (n = 28) were guided with Cospaces, a VR software package, with VR headsets, while their counterparts (n = 28) were guided with pictures only. Instruments included a validated speaking test on (1) pronunciation, fluency, and intonation and (2) grammar and lexical use, adopted questionnaires on WTC and learning autonomy, and semi-structured interviews. Results demonstrated that VR significantly increased students’ grammar and lexical use in their speaking performance, but not their pronunciation, fluency and intonation, WTC, or learning autonomy.

5 citations

References
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Journal ArticleDOI
TL;DR: In this article, the authors provide an account of the linguistic, communicative, and social psychological variables that might affect one's "willingness to communicate" and suggest potential relations among these variables by outlining a comprehensive conceptual model that may be useful in describing, explaining and predicting L2 communication.
Abstract: Why do some students seek, while others avoid, second language (L2) communication? Many language teachers have encountered students high in linguistic competence who are unwilling to use their L2 for communication whereas other students, with only minimal linguistic knowledge, seem to communicate in the L2 whenever possible. Despite excellent communicative competence, spontaneous and sustained use of the L2 is not ensured. A colleague, who teaches a L2 and whose L2 competence is excellent, is well known to avoid “like the plague” L2 communication in social settings. A related observation is that many learners have noticed that their willingness to communicate (WTC) varies considerably over time and across situations. Our aim in this article is twofold. First we wish to provide an account of the linguistic, communicative, and social psychological variables that might affect one's “willingness to communicate.” As demonstrated in the text below, and examination of WTC offers the opportunity to integrate psychological, linguistic, and communicative approaches to L2 research that typically have been independent of each other. We view the WTC model as having the potential to provide a useful interface between these disparate lines of inquiry. Our second goal is to suggest potential relations among these variables by outlining a comprehensive conceptual model that may be useful in describing, explaining, and predicting L2 communication. In an effort to move beyond linguistic or communicative competence as the primary goal of language instruction, this article represents an overt attempt to combine these disparate approaches in a common theme, that is, proposing WTC as the primary goal of language instruction.

1,533 citations

Journal ArticleDOI
TL;DR: Mark J. W. Lee is the Chair of the New South Wales Chapter of the IEEE Education Society and serves as founding Editor-in-Chief of Impact:Journal of Applied Research in Workplace E-learning, in addition to being on the editorial boards of a number of international journals.
Abstract: Barney Dalgarno is a research fellow with the Centre for Research in Complex Systems (CRiCS), Charles Sturt University, and an associate professor with the School of Education at the same university. His research interests lie in desktop virtual reality learning environments, as well as constructivist computerassisted learning theories, techniques and tools. Dalgarno’s PhD work examined the characteristics of 3-D environments and their potential contributions to spatial learning, and he is now studying the application of brain imaging though Functional Magnetic Resonance Imaging (fMRI) to interactive multimedia research. Mark J. W. Lee is an adjunct senior lecturer with the School of Education, Charles Sturt University. Previously, he worked in a variety of teaching, instructional design, and managerial roles within the private vocational education and higher education sectors. He has published approximately 50 refereed book chapters, journal articles, and conference papers in the areas of educational technology, e-learning, and innovative pedagogy in tertiary education. Lee is the Chair of the New South Wales Chapter of the IEEE Education Society and serves as founding Editor-in-Chief of Impact:Journal of Applied Research in Workplace E-learning, in addition to being on the editorial boards of a number of international journals. Address for correspondence: Mark J. W. Lee, School of Education, Charles Sturt University, Locked Bag 588, Wagga Wagga, NSW 2678, Australia. Email: malee@csu.edu.au

1,291 citations

Journal ArticleDOI
TL;DR: In this article, the authors explore the concepts of virtual experience and presence, with the results largely supporting the proposition that 3D advertising is capable of enhancing presence and, to varying degrees, ultimately influencing the product knowledge, brand attitude, and purchase intention of consumers.
Abstract: The conceptualization of a virtual experience has emerged because advancements in computer technology have led to a movement toward more multisensory online experiences Two studies designed to explore the concepts of virtual experience and presence are presented, with the results largely supporting the proposition that 3-D advertising is capable of enhancing presence and, to varying degrees, ultimately influencing the product knowledge, brand attitude, and purchase intention of consumers The marketing implications are immediate because the ability to create a compelling virtual product experience is not beyond the current capability of interactive advertising By creating compelling on-line virtual experiences, advertisers can potentially enhance the value of product information presented and engage consumers in an active user-controlled product experiences

726 citations

Journal ArticleDOI
TL;DR: This article investigated the relationship between foreign language anxiety and perfectionism and found evidence that anxiety and non-anxious learners differ in their personal performance standards, procrastination, fear of evaluation, and concern over errors.
Abstract: This interview study sought to clarify the relationship between foreign language anxiety and perfectionism. The comments of anxious and non-anxious language learners were audiorecorded as they watched themselves interact in a videotaped oral interview. By examining the reactions of the language learners to their actual oral performance and analyzing the audiotapes for instances of perfectionism, evidence was gathered suggesting that anxious and non-anxious learners differ in their personal performance standards, procrastination, fear of evaluation, and concern over errors. Because the results of this study indicated a link between language anxiety and perfectionism, the article ends with a discussion of procedures that have been used to overcome perfectionism and that may also be helpful to anxious foreign language learners.

524 citations

Trending Questions (1)
How does Google Assistant affect adolescent EFL learners’ willingness to communicate?

The provided paper does not mention anything about Google Assistant or its effect on adolescent EFL learners' willingness to communicate. The paper focuses on the impact of Google Expeditions virtual reality on EFL learners' willingness to communicate and oral proficiency.