The Effect of Google Expeditions Virtual Reality on EFL Learners' Willingness to Communicate and Oral Proficiency

Autor/inn/en	Ebadi, Saman; Ebadijalal, Marjan
Titel	The Effect of Google Expeditions Virtual Reality on EFL Learners' Willingness to Communicate and Oral Proficiency
Quelle	In: Computer Assisted Language Learning, 35 (2022) 8, S.1975-2000 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ebadi, Saman) ORCID (Ebadijalal, Marjan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2020.1854311
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Video Technology; Virtual Classrooms; Teaching Methods; Role Playing; Oral Language; Language Proficiency; Student Participation; Classroom Communication; Comparative Analysis; Language Tests; Computer Simulation; Museums; Guides; State Universities; Iran; International English Language Testing System + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Rollenspiel; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Klassengespräch; Language test; Sprachtest; Computergrafik; Computersimulation; Museum; Museumswesen; Museen; Handbuch; Leitfaden; Staatliche Universität; Language tests; Englisch
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 upper-intermediate EFL learners were divided into experimental and control groups role-playing as museum guides with and without Google Expeditions VR tool, respectively. Data collection comprised the participants' video-recorded oral performance, willingness to communicate scale, and focus group semi-structured interviews. Independent and paired sample t-test measures were used to investigate the groups' differences in terms of their WTC and oral proficiency development. Thematic analysis was also adopted to explore the participants' attitudes and perceptions toward the use of Google Expeditions in language classrooms. Quantitative findings showed that the experimental group significantly outperformed the control group in terms of oral performance and were more willing to communicate at the end of the experiment. The thematic analysis of the qualitative data indicated that the VR tool enhanced the participants' general knowledge, motivation, enthusiasm, cultural awareness, and confidence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01