Educational Policy Analysis and Strategic Research
ISSN (Print): 1949-4270 - ISSN (Online): 1949-4289

Research article    |    Open Access
Educational Policy Analysis and Strategic Research 2023, Vol. 18(4) 32-61

Implementation of VR Technologies in Language Learning Settings: A Systematic Literature Review

Oya Ozgun & Olgun Sadık

pp. 32 - 61   |  DOI: https://doi.org/10.29329/epasr.2023.631.2

Publish Date: December 30, 2023  |   Single/Total View: 280/357   |   Single/Total Download: 400/458

PDF Download

Abstract

Virtual Reality (VR) is a technology with a potential impact on education. Due to cost and usability limitations, it has not been used extensively. However, recent research studies suggested VR as a learning environment with benefits on students' learning performance through experience. It especially has various benefits for language learners. Learning a new language requires interaction and an immersive learning experience. In order to reveal its benefits and challenges and make suggestions for future implementations, this study focused on using VR in language learning and reviewed the literature in terms of how VR was used in language learning environments. The researchers systematically discovered 32 studies between 2018 and 2022 and examined them in terms of research methods, languages, school groups, VR tools, benefits, and limitations of using VR in a language learning environment. The researchers found that using VR in a language learning environment influenced learners' motivation and academic performance in a positive way. In addition, VR makes the learning environment more realistic, engaged, simulated, and interactive. However, using VR for a long time may cause some health problems for some age groups. It was also noted that interaction between students and teachers was low, but the interaction between the environment and students was high. Therefore, using VR in language learning may decrease instructors' control in the learning environment. The researchers argue that VR is an effective tool for increasing academic performance but has some challenges for teachers and students regarding technical constraints and interaction. The implications and recommendations of this study inform the researchers, practitioners, policymakers, and administrators about how to implement VR in language learning environments.

Keywords: virtual reality, language learning, technological tools, benefit, limitations

How to Cite this Article?

APA 7th edition
Ozgun, O., & Sadik, O. (2023). Implementation of VR Technologies in Language Learning Settings: A Systematic Literature Review. Educational Policy Analysis and Strategic Research, 18(4), 32-61. https://doi.org/10.29329/epasr.2023.631.2

Harvard
Ozgun, O. and Sadik, O. (2023). Implementation of VR Technologies in Language Learning Settings: A Systematic Literature Review. Educational Policy Analysis and Strategic Research, 18(4), pp. 32-61.

Chicago 16th edition
Ozgun, Oya and Olgun Sadik (2023). "Implementation of VR Technologies in Language Learning Settings: A Systematic Literature Review". Educational Policy Analysis and Strategic Research 18 (4):32-61. https://doi.org/10.29329/epasr.2023.631.2

References
  1. Acar, A., & Çavaş, B. (2020). The effect of virtual reality enhanced learning environment on the 7th-grade students’ reading and writing skills in English. Malaysian Online Journal of Educational Sciences, 8(4), 22–33. https://files.eric.ed.gov/fulltext/EJ1271886.pdf [Google Scholar]
  2. Alfadil, M. (2020). Effectiveness of virtual reality game in foreign language vocabulary acquisition. Computers & Education, 153, 1–13. https://doi.org/10.1016/j.compedu.2020.103893 [Google Scholar] [Crossref] 
  3. Alizadeh, M. (2019). Virtual reality in the language classroom: Theory and practice. Call-Ej, 20(3), 21-30. [Google Scholar]
  4. Andujar, A., & Buchner, J. (2019). The potential of 3D virtual reality (VR) for language learning: an overview. In Proceedings of the 15th International Conference Mobile Learning (pp. 153-156). https://doi.org/10.33965/ml2019_201903R002 [Google Scholar] [Crossref] 
  5. Annamalai, N., Uthayakumaran, A., & Zyoud, S. H. (2022). High school teachers’ perception of AR and VR in English language teaching and learning activities: A developing country perspective. Education and Information Technologies, 1-27. https://doi.org/10.1007/s10639-022-11275-2 [Google Scholar] [Crossref] 
  6. Baleghizadeh, S., & Oladrostam, E. (2010). The effect of mobile assisted language learning (MALL) on grammatical accuracy of EFL students. Mextesol Journal, 34(2), 1-10. [Google Scholar]
  7. Berns, A., Ruiz-Rube, I., Mota, J. M., Dodero, J. M., Castro, E., Ryynanen, O., & Werner, L. (2019). Let’s date!”: A 360-degree video application to support foreign language learning. CALL and complexity—short papers from EUROCALL, 39. https://doi.org/10.14705/rpnet.2019.38.983 [Google Scholar] [Crossref] 
  8. Berti, M. (2021). The unexplored potential of virtual reality for cultural learning. The EuroCALL Review, 29(1), 60–67. https://doi.org/10.4995/eurocall.2021.12809 [Google Scholar] [Crossref] 
  9. Berti, M., Maranzana, S., & Monzingo, J. (2020). Fostering cultural understanding with virtual reality: A look at students’ stereotypes and beliefs. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 10(1), 47-59. https://doi.org/10.4018/IJCALLT.2020010104 [Google Scholar] [Crossref] 
  10. Bourhim, E. M., & Cherkaoui, A. (2020). Efficacy of virtual reality for studying people's pre-evacuation behavior under fire. International Journal of Human-Computer Studies, 142, 102484. https://doi.org/10.1016/j.ijhcs.2020.102484 [Google Scholar] [Crossref] 
  11. Burghardt, A., Szybicki, D., Gierlak, P., Kurc, K., Pietrus, P., & Cygan, R. ł. (2020). Programming of industrial robots using virtual reality and digital twins. Applied Sciences, 10(486), 1–12. https://doi.org/10.3390/app10020486 [Google Scholar] [Crossref] 
  12. Casañ-Pitarch, R., & Gong, J. (2021). Testing ImmerseMe with chinese students: Acquisition of foreign language forms and vocabulary in spanish. CercleS, 11(1), 219–233. http://doi.org/10.1515/cercles-2021-2016 [Google Scholar]
  13. Chen, C. Y., Chang, S. C., Hwang, G. J., & Zou, D. (2021). Facilitating EFL learners’ active behaviors in speaking: a progressive question prompt-based peer-tutoring approach with VR contexts. Interactive Learning Environments, 1-20. https://doi.org/10.1080/10494820.2021.1878232 [Google Scholar] [Crossref] 
  14. Chen, M., Chai, C. S., Jong, M. S. Y., & Chao, G. C. N. (2021). Modeling learners’ self concept in chinese descriptive writing based on the affordances of a virtual reality supported environment. Education and Information Technologies, 26, 6013–6032. https://doi.org/10.1007/s10639-021-10582-4 [Google Scholar] [Crossref] 
  15. Chen, Y. L., Hsu, C. C., Lin, C. Y., & Hsu, H. H. (2022). Robot-Assisted Language Learning: Integrating Artificial Intelligence and Virtual Reality into English Tour Guide Practice. Education Sciences, 12(7), 437. https://doi.org/10.3390/educsci12070437 [Google Scholar] [Crossref] 
  16. Chen, Y., Smith, T. J., York, C. S., & Mayall, H. J. (2020). Google earth virtual reality and expository writing for young english learners from a funds of knowledge perspective. Computer Assisted Language Learning, 33(1–2), 1–25. https://doi.org/10.1080/09588221.2018.1544151 [Google Scholar] [Crossref] 
  17. Cheng, A., Andersen, E., & Yang, L. (2017). Teaching language and culture with a virtual reality game. CHI 2017, Denver, CO, USA. http://dx.doi.org/10.1145/3025453.3025857 [Google Scholar]
  18. Chien, S.-Y., Hwang, G.-J., & Jong, M. S.-Y. (2020). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions. Computers & Education, 146, 1–20. https://doi.org/10.1016/j.compedu.2019.103751 [Google Scholar] [Crossref] 
  19. Chirico, A., Lucidi, F., Laurentiis, M. D., Milanese, C., Napoli, A., & Giordano, A. (2015). Virtual reality in health system: Beyond Entertainment. A Mini-Review on the efficacy of VR during cancer treatment. Journal of Cellular Physiology, 231, 275–287. https://doi.org/10.1002/jcp.25117 [Google Scholar] [Crossref] 
  20. Çoban, M., & Göksu, İ. (2022). Using virtual reality learning environments to motivate and socialize undergraduates in distance learning. Participatory Educational Research, 9(2), 199-218. http://dx.doi.org/10.17275/per.22.36.9.2 [Google Scholar]
  21. Dawley, L., & Dede, C. (2014). Situated learning in virtual worlds and immersive simulations. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 723–734). Springer Publishing. https://doi.org/10.1007/978-1-4614-3185-5_58 [Google Scholar] [Crossref] 
  22. Dhimolea, T.K., Kaplan-Rakowski, R. & Lin, L. (2022). A systematic review of research on high-immersion virtual reality for language learning. TechTrends, 66, 810–824. https://doi.org/10.1007/s11528-022-00717-w [Google Scholar] [Crossref] 
  23. Dolgunsöz, E., Yıldırım, G., & Yıldırım, S. (2018). The effect of virtual reality on EFL writing performance. Journal of Language and Linguistic Studies, 14(1), 278–292. [Google Scholar]
  24. Fransson, G., Holmberg, J., & Westelius, C. (2020). The challenges of using head mounted virtual reality in k-12 schools from a teacher perspective. Education and Information Technologies, 25, 3384–3404. https://doi.org/10.1007/s10639-020-10119-1 [Google Scholar] [Crossref] 
  25. Frazier, E., Lege, R., & Bonner, E. (2021). Making virtual reality accessible for language learning: Applying the VR application analysis framework. Teaching English with Technology, 21(1), 131-143. [Google Scholar]
  26. Fuhrman, O., Eckerling, A., Friedmann, N., Tarrasch, R., & Raz, G. (2021). The moving learner: Object manipulation in virtual reality improves vocabulary learning. Journal of Computer Assisted Learning, 37, 672–683. https://doi.org/10.1111/jcal.12515 [Google Scholar] [Crossref] 
  27. Fussell, S. G., & Truong, D. (2021). Accepting virtual reality for dynamic learning: an extension of the technology acceptance model. Interactive Learning Environments, 1-18. https://doi.org/10.1080/10494820.2021.2009880 [Google Scholar] [Crossref] 
  28. Fussell, S. G., & Truong, D. (2022). Using virtual reality for dynamic learning: an extended technology acceptance model. Virtual Reality, 26(1), 249-267. https://doi.org/10.1007/s10055-021-00554-x [Google Scholar] [Crossref] 
  29. Genç, B., & Bada, E. (2005). Culture in language learning and teaching. The reading matrix, 5(1). [Google Scholar]
  30. Ghorbani, N., & Ebadi, S. (2020). Exploring learners’ grammatical development in mobile assisted language learning. Cogent Education, 7(1), 1704599. https://doi.org/10.1080/2331186X.2019.1704599 [Google Scholar] [Crossref] 
  31. Hagge, P. (2021). Student perceptions of semester-long in-class virtual reality: Effectively using “Google Earth VR” in a higher education classroom. Journal of Geography in Higher Education, 45(3), 342-360. https://doi.org/10.1080/03098265.2020.1827376 [Google Scholar] [Crossref] 
  32. Huang, H. M., Rauch, U., & Liaw, S. S. (2010). Investigating learners’ attitudes toward virtual reality learning environments: Based on a constructivist approach. Computers & Education, 55(3), 1171-1182. https://doi.org/10.1016/j.compedu.2010.05.014 [Google Scholar] [Crossref] 
  33. Huang, H.-L., Hwang, G.-J., & Chang, C.-Y. (2020). Learning to be a writer: A spherical video-based virtual reality approach to supporting descriptive article writing in high school Chinese courses. British Journal of Educational Technology, 51(4), 1386–1405. https://doi.org/10.1111/bjet.12893 [Google Scholar] [Crossref] 
  34. Huang, X., Zou, D., Cheng, G., & Xie, H. (2021). A systematic review of AR and VR enhanced language learning. Sustainability, 13(9), 4639. https://doi.org/10.3390/su13094639 [Google Scholar] [Crossref] 
  35. Hussein, M., & Nätterdal, C. (2015). The benefits of virtual reality in education-A comparision study. [Google Scholar]
  36. Imran, E., Adanir, N., & Khurshid, Z. (2021). Significance of haptic and virtual reality simulation (VRS) in the dental education: A review of literature. Appl. Sci., 11, 1–19. https://doi.org/10.3390/app112110196 [Google Scholar] [Crossref] 
  37. Kuo, M. M., & Lai, C. C. (2006). Linguistics across cultures: The impact of culture on second language learning. Online Submission, 1(1). [Google Scholar]
  38. Lan, Y. J. (2014). Does second life improve mandarin learning by overseas Chinese students? Language Learning & Technology, 18(2), 36–56. Retrieved from http://llt.msu.edu/issues/june2014/action2.pdf [Google Scholar]
  39. Lan, Y. J., Hsiao, I. Y., & Shih, M. F. (2018). Effective learning design of Game-based 3D virtual language learning environments for Special education students. Journal of Educational Technology & Society, 21(3), 213-227. http://www.jstor.org/stable/26458519 [Google Scholar]
  40. Lan, Y.-J. (2020). Immersion, interaction, and experience-oriented learning: Bringing virtual reality into FL learning. Language Learning & Technology, 24(1), 1–15. https://doi.org/10.1016/bs.plm.2020.03.001 [Google Scholar] [Crossref] 
  41. Liang, M. Y. (2018). Beyond elocution: Multimodal narrative discourse analysis of L2 storytelling. ReCALL, 31(1), 56–74. https://doi.org/10.1017/S0958344018000095 [Google Scholar] [Crossref] 
  42. Lin, T. J., & Lan, Y. J. (2015). Language learning in virtual reality environments: Past, present, and future. Journal of Educational Technology & Society, 18(4), 486-497. https://www.jstor.org/stable/jeductechsoci.18.4.486 [Google Scholar]
  43. Lin, V., Barrett, N. E., Liu, G.-Z., Chen, N.-S., & Jonge, M. S.-Y. (2021). Supporting dyadic learning of english for tourism purposes with scenery-based virtual reality. Computer Assisted Language Learning, 2–38. https://doi.org/10.1080/09588221.2021.1954663 [Google Scholar] [Crossref] 
  44. Lin, Y.-J., & Wang, H. (2021). Using virtual reality to facilitate learners’ creative self-efficacy and intrinsic motivation in an EFL classroom. Education and Information Technologies, 26, 4487–4505. https://doi.org/10.1007/s10639-021-10472-9 [Google Scholar] [Crossref] 
  45. Liu, X., Zhang, J., Hou, G., & Wang, Z. (2018, July). Virtual reality and its application in military. In IOP Conference Series: Earth and Environmental Science (Vol. 170, No. 3, p. 032155). IOP Publishing. https://doi.org/10.1088/1755-1315/170/3/032155 [Google Scholar] [Crossref] 
  46. Lloyd, A., Rogerson, S., & Stead, G. (2017). Imagining the potential for using virtual reality technologies in language learning. In M. Carrier, R. M. Damerow, & K. M. Bailey (Eds.), Digital language learning and teaching (1st ed., pp. 222–234). Routledge. ISBN: 9781315523293 https://doi.org/10.4324/9781315523293-19 [Google Scholar] [Crossref] 
  47. Ma, L. (2021). An immersive context teaching method for college english based on artificial intelligence and machine learning in virtual reality technology. Mobile Information Systems, 1–7. https://doi.org/10.1155/2021/2637439 [Google Scholar] [Crossref] 
  48. Mahmoudi, M. (2020). The effect of online learning on grammatical accuracy among EFL upper-intermediate learners. Journal of Language Teaching and Research, 11(6), 1011-1016. http://dx.doi.org/10.17507/jltr.1106.20 [Google Scholar]
  49. McKnight, R. R., Pean, C. A., Buck, J. S., Hwang, J. S., Hsu, J. R., & Pierrie, S. N. (2020). Virtual reality and augmented reality—translating surgical training into surgical technique. Current Reviews in Musculoskeletal Medicine, 13(6), 663-674. https://doi.org/10.1007/s12178-020-09667-3 [Google Scholar] [Crossref] 
  50. Mekbib, D. B., Han, J., Zhang, L., Fang, S., Jiang, H., Zhu, J., Roe, A.W., & Xu, D. (2020). Virtual reality therapy for upper limb rehabilitation in patients with stroke: a meta-analysis of randomized clinical trials. Brain injury, 34(4), 456-465. https://doi.org/10.1080/02699052.2020.1725126 [Google Scholar] [Crossref] 
  51. Menin, A., Torchelsen, R., & Nedel, L. (2018). An analysis of VR technology used in immersive simulations with a serious game perspective. IEEE Computer Graphics and Applications, 57–73. https://doi.org/10.1109/MCG.2018.021951633 [Google Scholar] [Crossref] 
  52. Mills, N., Courtney, M., Dede, C., Dressen, A., & Gant, R. (2020). Culture and vision in virtual reality narratives. Foreign Language Annals., 53, 733–760. https://doi.org/10.1111/flan.12494 [Google Scholar] [Crossref] 
  53. Murray, J. H. (2020). Virtual/reality: How to tell the difference. Journal of Visual Culture, 19(1), 11–27. https://doi.org/10.1177/1470412920906253 [Google Scholar] [Crossref] 
  54. Mystakidis, S. (2022). Metaverse. Encyclopedia, 2, 486–497. https://doi.org/10.3390/encyclopedia2010031 [Google Scholar] [Crossref] 
  55. Ng, W. (2015). New digital technology in education. Switzerland: Springer. https://doi.org/10.1007/978-3-319-05822-1 [Google Scholar] [Crossref] 
  56. Nicolaidou, I., Pissas, P., & Boglou, D. (2021). Comparing immersive virtual reality to mobile applications in foreign language learning in higher education: A quasi-experiment. Interactive Learning Environments, 1–16. https://doi.org/10.1080/10494820.2020.1870504 [Google Scholar] [Crossref] 
  57. Nissim, Y., & Weissblueth, E. (2017). Virtual reality (VR) as a source for self-efficacy in teacher training. International Education Studies, 10(8), 52-59. https://doi.org/10.5539/ies.v10n8p52 [Google Scholar] [Crossref] 
  58. Nobrega, F. A., & Rozenfeld, C. C. F. (2019). Virtual reality in the teaching of FLE in a brazilian public school. Languages, 4(36), 1–13. https://doi.org/10.3390/languages4020036 [Google Scholar] [Crossref] 
  59. Özdemir, M. (2017). Sarmalayan sanal gerçeklik teknolojisi ile öğrenme deneyimleri: sistematik bir inceleme. 11. Uluslararası Bilgisayar ve Öğretim Teknolojileri Sempozyumuna Sunulmuş Bildiri. https://doi.org/10.17860/mersinefd.336746 [Google Scholar] [Crossref] 
  60. Özeren, E., Tosunoglu, E., Pekyurek, M. F., Seyhan, N., & Yilmaz, F. G. K. (2021). Eğitimde sanal gerçeklik çalışmaları: Güncel araştırmalardaki eğilimlerin analizi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 21(2), 390-401. https://dx.doi.org/10.17240/aibuefd.2021.21.62826-879293 [Google Scholar]
  61. Özgen, D. S., Afacan, Y., & Surer, E. (2021). Usability of virtual reality for basic design education: A comparative study with paper based design. International Journal of Technology and Design Education, 31, 357–377. https://doi.org/10.1007/s10798-019-09554-0 [Google Scholar] [Crossref] 
  62. Pack, A., & Barrett, A. (2021). A Review of Virtual Reality and English for Academic Purposes: Understanding Where to Start. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 11(1), 72-80. http://doi.org/10.4018/IJCALLT.2021010105 [Google Scholar]
  63. Pack, A., Barrett, A., Liang, H. N., & Monteiro, D. V. (2020). University EAP students' perceptions of using a prototype virtual reality learning environment to learn writing structure. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 10(1), 27-46. https://doi.org/10.4018/IJCALLT.2020010103 [Google Scholar] [Crossref] 
  64. Pan, X., & Hamilton, A. F. C. (2018). Why and how to use virtual reality to study human social interaction: The challenges of exploring a new research landscape. British Journal of Psychology, 109, 395–417. [Google Scholar]
  65. https://doi.org/10.1111/bjop.12290 [Google Scholar]
  66. [Google Scholar]
  67. Parmaxi, A. (2020). Virtual reality in language learning: A systematic review and implications for research and practice. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2020.1765392 [Google Scholar] [Crossref] 
  68. Parmaxi, A., Athanasiou, A., & Demetriou, A. Α. (2021). Introducing a student-led application of google expeditions: An exploratory study. Educational Media International, 58(1), 37–59. https://doi.org/10.1080/09523987.2021.1908497 [Google Scholar] [Crossref] 
  69. Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778 [Google Scholar] [Crossref] 
  70. Repetto, C., Natale, A. F. D., Villani, D., Triberti, S., Germagnoli, S., & Riva, G. (2021). The use of immersive 360° videos for foreign language learning: A study on usage and efficacy among high-school students. Interactive Learning Environments, 1–17. https://doi.org/10.1080/10494820.2020.1863234 [Google Scholar] [Crossref] 
  71. Ryan, M. L. (2015). Narrative as virtual reality 2. Baltimore: Johns Hopkins University Press. https://doi.org/10.1353/book.72246 [Google Scholar] [Crossref] 
  72. Shadiev, R., Yu, J., & Sintawati, W. (2021). Exploring the impact of learning activities supported by 360-Degree video technology on language learning. Frontiers in Psychology, 12, 1–18. https://doi.org/10.3389/fpsyg.2021.766924 [Google Scholar] [Crossref] 
  73. Shih, Y. C. (2015). A virtual walk-through London: Culture learning through a cultural immersion experience. Computer Assisted Language Learning, 28(5), 407–428. https://doi.org/10.1080/09588221.2013.851703 [Google Scholar] [Crossref] 
  74. Shih, Y. C. (2018). Contextualizing language learning with street view panoramas. In Y. Qian (Ed.), Integrating multi-user virtual environments in modern classrooms (pp. 74–91). IGI Global. https://doi.org/10.4018/978-1-5225-3719-9.ch004 [Google Scholar] [Crossref] 
  75. Shin, D. H. (2017). The role of affordance in the experience of virtual reality learning: Technological and affective affordances in virtual reality. Telematics and Informatics, 34(8), 1826-1836. https://doi.org/10.1016/j.tele.2017.05.013 [Google Scholar] [Crossref] 
  76. Sırakaya, M. & Kılıç-Çakmak, E. (2018). Effects of Augmented Reality on Student Achievement and Self-Efficacy in Vocational Education and Training. International Journal for Research in Vocational Education and Training. 5. 1-18. https://doi.org/10.13152/IJRVET.5.1.1 [Google Scholar] [Crossref] 
  77. Solak, E., & Erdem, G. (2015). A content analysis of virtual reality studies in foreign language education. Participatory Educational Research (PER), 21–26. http://dx.doi.org/10.17275/per.15.spi.2.3 [Google Scholar]
  78. Soto, J. B., Ocampo, D. T., Colon, L. B., & Oropesa, A. V. (2020). Perceptions of ImmerseMe virtual reality platform to improve English communicative skills in higher education. International Journal of Interactive Mobile Technologies (iJIM),14(7), 4–19. https://doi.org/10.3991/ijim.v14i07.12181 [Google Scholar] [Crossref] 
  79. Spencer, S., Drescher, T., Sears, J., Scruggs, A. F., & Schreffler, J. (2019). Comparing the efficacy of virtual simulation to traditional classroom role-play. Journal of Educational Computing Research, 57(7), 1772-1785. https://doi.org/10.1177/0735633119855613 [Google Scholar] [Crossref] 
  80. Steffen, J.H., Gaskin, J. E., Meservy, T. O., Jenkins, J. L. & Wolman, I. (2019). Framework of affordances for virtual reality and augmented reality. Journal of Management Information Systems, 36(3). 683-729. https://doi.org/10.1080/07421222.2019.1628877 [Google Scholar] [Crossref] 
  81. Symonenko, S., Zaitseva, N., Osadchyi, V., Osadcha, K., & Shmeltser, E. (2020). Virtual reality in foreign language training at higher educational institutions. https://doi.org/10.31812/123456789/3759 [Google Scholar] [Crossref] 
  82. Tai, T.-Y., & Chen, H. H.-J. (2021). The impact of immersive virtual reality on EFL learners’ listening comprehension. Journal of Educational Computing Research, 59(7), 1272–1293. https://doi.org/10.1177/0735633121994291 [Google Scholar] [Crossref] 
  83. Walsh, K. R., & Pawlowski, S. D. (2002). Virtual reality: A technology in need of IS research. Communications of the Association for Information Systems, 8(1), 20. https://doi.org/10.17705/1CAIS.00820 [Google Scholar] [Crossref] 
  84. Wang, Z., Guo, Y., Wang, Y., Tu, Y.-F., & Liu, C. (2021). Technological solutions for sustainable development: Effects of a visual prompt Scaffolding-Based virtual reality approach on EFL learners’ reading comprehension, learning attitude, motivation, and anxiety. Sustainability, 13, 1–15. https://doi.org/10.3390/su132413977 [Google Scholar] [Crossref] 
  85. Wu, J. G., Miller, L., Huang, Q., & Wang, M. (2021). Learning with immersive virtual reality: An exploratory study of chinese college nursing students. RELC Journal, 1–17. https://doi.org/10.1177/00336882211044860 [Google Scholar] [Crossref] 
  86. Wu, W. C. V., Manabe, K., Marek, M. W., & Shu, Y. (2021). Enhancing 21st-century competencies via virtual reality digital content creation. Journal of Research on Technology in Education, 1-22. https://doi.org/10.1080/15391523.2021.1962455 [Google Scholar] [Crossref] 
  87. Xie, Y., Liu, Y., Zhang, F., & Zhou, P. (2022). Virtual Reality-Integrated Immersion-Based Teaching to English Language Learning Outcome. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.767363 [Google Scholar] [Crossref] 
  88. Xie, Y., Ryder, L., & Chen, Y. (2019). Using interactive virtual reality tools in an advanced chinese language class: A case study. TechTrends, 63, 251–259. https://doi.org/10.1007/s11528-019-00389-z [Google Scholar] [Crossref] 
  89. Yamazaki, K. (2018). Computer-assisted learning of communication (CALC): A case study of Japanese learning in a 3D virtual world. ReCALL, 30(2), 214-231. https://doi.org/10.1017/S0958344017000350 [Google Scholar] [Crossref] 
  90. Yeh, H.-C., Tseng, S.-S., & Heng, L. (2020). Enhancing EFL students’ intracultural learning through virtual reality. Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1734625 [Google Scholar] [Crossref] 
  91. Yıldırım, B., Topalcengiz, E. S., Arıkan, G., & Timur, S. (2020). Using virtual reality in the classroom: Reflections of STEM teachers on the use of teaching and learning tools. Journal of Education in Science Environment and Health, 6(3), 231-245. https://doi.org/10.21891/jeseh.711779 [Google Scholar] [Crossref] 
  92. Yıldırım, I. (2017). The effects of gamification-based teaching practices on student achievement and students' attitudes toward lessons. The Internet and Higher Education, 33, 86-92. https://doi.org/10.1016/j.iheduc.2017.02.002 [Google Scholar] [Crossref] 
  93. York, J., Shibata, K., Tokutake, H., & Nakayama, H. (2021). Effect of SCMC on foreign language anxiety and learning experience: A comparison of voice, video, and VR-based oral interaction. ReCALL, 33(1), 49-70. https://doi.org/10.1017/S0958344020000154 [Google Scholar] [Crossref] 
  94. Zoubi, S. M. A. (2018). The impact of exposure to English language on language acquisition. Journal of Applied Linguistics and Language Research, 5(4), 151–162. Retrieved from http://jallr.com/index.php/JALLR/article/download/851/pdf851 [Google Scholar]
Meta
Vol. 18 (4)
Download
Metric
History
Related

Volume 18 Issue 4

December 2023

All Manuscript

Educational Policy Analysis and Strategic Research

Copyright © 2025 Educational Policy Analysis and Strategic Research.
This work is licensed under a Creative Commons Attribution 4.0 International License. CC BY
All elements of this website were created using the BOQ™ - Intelligent Webverse System.