Democratizing Immersive Language Learning: Low-Tech Virtual Reality in EFL Classrooms

• In Event: AERA Roundtable Session Thursday 2:15 pm - Gold 2
  In Roundtable Session: Access, Identity, and Equity in Technology-Mediated Language Learning

Abstract

In low-resource contexts, limited infrastructure and budget hinder EFL teachers from incorporating immersive technologies. Framed within immersive learning theory, this study proposes low-tech, headset-free virtual reality integration into EFL classrooms to overcome these barriers. This qualitative case study examines how accessible immersive experiences influence learners’ sense of belonging, engagement, and classroom climate. Data were collected over two semesters through classroom observations and semi-structured interviews with 10 EFL learners at a foundation university in Turkey. Data were inductively analyzed through content analysis. Preliminary findings suggest that low-tech VR can enhance learner belonging, increase engagement, and positive classroom climate. This study also offers implications on the historical exclusion of under-resourced classrooms and explores how accessible VR approaches can shape equitable educational futures.

Author

• Cemil Gökhan Karacan, Beykent University