Exploring Multiliteracy of Pre-Service Language Teachers through Spherical Video-Based Virtual Reality

Autor/inn/en	Lin, Rae Ping; Wu, Wen-Chi Vivian
Titel	Exploring Multiliteracy of Pre-Service Language Teachers through Spherical Video-Based Virtual Reality
Quelle	In: Educational Technology & Society, 26 (2023) 3, S.101-114 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1176-3647
Schlagwörter	Multiple Literacies; Preservice Teachers; Teacher Education Programs; Teaching Methods; Learning Processes; Computer Simulation; English (Second Language); Language Teachers; Video Technology; Graduate Students; Student Projects; Student Attitudes; Lesson Plans; Second Language Learning; Second Language Instruction; Foreign Countries; Digital Literacy; Taiwan + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Computergrafik; Computersimulation; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schulprojekt; Schülerverhalten; Lesson planning; Unterrichtsplanung; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland
Abstract	This qualitative study aims to explore how the production of language learning materials using spherical video-based virtual reality (SVVR) affords pre-service teachers multiliteracy development while also attempting to discover their perceptions toward adopting this emerging technology for future language teaching. Data from multiple sources was collected from pre-service English teachers enrolled in a TESOL graduate program in Taiwan, including video-recordings of the participants' presentations on their final SVVR projects and their self-generated VR teaching materials/artifacts, with two one-to-one semi-structured interviews further analyzed based on thematic analysis. The major findings demonstrate that through conducting the SVVR project, participants learned: (1) to compose multimodal lessons; (2) to concretize intangible contexts for learning; and (3) to use space as a mode for teaching and learning. The authors presented insights into affordance of SVVR material production for their multiliteracy development of engaging pre-service English teachers, as well as their perceptions with regard to this SVVR hands-on experience. Moreover, the authors offer recommendations for putting such experience into practice. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01