期刊
COMPUTER ASSISTED LANGUAGE LEARNING
卷 35, 期 8, 页码 1975-2000出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/09588221.2020.1854311
关键词
Google Expeditions; oral proficiency; virtual reality; willingness to communicate
This study investigates the impact of a virtual reality tool on Iranian EFL learners' willingness to communicate and oral proficiency. The experimental group, using Google Expeditions VR tool, showed better oral performance and greater willingness to communicate compared to the control group. Qualitative data analysis also revealed that the VR tool enhanced participants' general knowledge, motivation, enthusiasm, cultural awareness, and confidence.
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.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据