Speaking Simulations in Virtual Reality for EFL (English as a Foreign Language) Learners Developing Conversation Skills for Situated Learning

• In Event: Friday Roundtable Session 4:55 pm
  In Roundtable Session: Teaching and Learning With Virtual Reality (Table 30)

Abstract

This mix-method research aims to investigate the effect of speaking simulations in the virtual reality application Immerse on EFL (English as a Foreign Language) learners’ conversation skills, including vocabulary, grammar, fluency, accent and comprehension, and the instructor and students’ perceptions of VR-assisted learning experience for situated learning. Sixteen freshmen at a Chinese public university participated in six task-based speaking simulations. Data collection instruments included a pre and post-test, a pre and post-survey, the instructor’s reflective journal entries, and semi-structured interviews with the students and the instructor. The results indicate that the students’ conversation performance improved after the six speaking simulations and that the instructor and the students had a positive perception of the VR-assisted learning experience for situated learning.

Authors

• Weijian Yan, Idaho State University

• Victoria Lynn Lowell, Purdue University