The primary rationale for using virtual reality in second language acquisition lies within the constructivist paradigm and Vygotsky’s (1978) sociocultural theory. Virtual reality is seen as a learning environment that reduces the gap between a learner's restricted knowledge and skills and a real-life experience. As shown in the literature review, virtual reality possesses unique characteristics that provide an opportunity for contextualized learning, “an experience-oriented and dynamic process which highlights situated learning with FL learners’ active involvement in the interaction among individuals, objects, and the environment” (Lan, 2021).
An increasing body of research on contextualized learning in second language acquisition (Chen & Sevilla-Pavón, 2023; Chen et al., 2022; Dhimolea et al., 2022; Hayes et al. 2021; Lan & Grant, 2021; Blyth, 2018; Geeslin & Long, 2014; Alizadeh, 2019) provides a solid basis for educators to use this approach. As a result, when investigating the process of second language acquisition, researchers not only focus on linguistic skills but also consider factors in real contexts that have the potential to influence foreign language learning outcomes (Godwin-Jones, 2018). However, “it is always a challenge for FL teachers to create the authentic contexts and social occasions which are needed in traditional FL educational settings and are able to encourage FL learners’ active involvement in meaningful interactions” (Lan, 2021). Virtual reality, an inductive learning environment (Merriënboer & Kirschner, 2018), is taking its niche in educator’s toolbox (Pimentel et al., 2022). However, teachers should understand the value of this tool, what specific pedagogical objectives may be addressed, and whether implementing is worth the investment of their time and effort.
Dengel et al. (2022) provide theoretical models for immersive teaching and learning that are distinguished by three pedagogical levels: macro, meso, and micro. The macro level includes institutional and governmental factors, such as ethical and safety regulations, availability of time and space, curricula, and teachers’ training. These issues should be discussed and solved by the government and school management. The meso level focuses on teachers: their competences, attitudes, technological knowledge, subject knowledge etcetera. Finally, the micro level of immersive teaching and learning relates to learners-specific factors, such as prior learning and experience, cognitive and perceptual personality traits, processing and attitudes. Our study focuses on the second level; however, interconnectedness of these spheres has been also discussed in relation to survey results.
While research on students' perception of virtual reality is abundant (Liu et al., 2022; Kemp et al., 2022; Sprenger & Schwaninger, 2021; Cheng & Tsai, 2019; Hite et al., 2019; Huang & Liaw, 2018), there is a paucity of studies that investigate teachers' attitudes towards VR technology. This is a significant gap in the literature, given that teachers play a pivotal role in the integration of new media in the classroom. At the same time, existing literature consistently proves that the willingness of teachers to adopt innovations depends on their expectations and understanding of the value of new technologies. Based on the Diffusion of Innovation Theory and the Theory of Planned Behaviour, Al Breiki et al. (2023) explored the relationship between teachers' intention to use virtual reality and social and personal factors. Analysis of survey results from 171 science teachers has shown that educators' attitudes and social norms predict the intention to implement VR.
A large-scale survey (N = 20876) conducted at the Far Eastern Federal University, Russia (Khukalenko et al., 2022) showed that school teachers had a favorable view on VR technology in the classroom, and lower levels of VR integration were correlated with traditional teaching styles. In this study, school teachers from different disciplines participated, including biology, physics, chemistry, math, arts, literature, physical education, history, technology and other subjects. Analysis of responses of language teachers (N = 2176), extracted from the main sample showed slightly different results. There was a weak correlation between the VR frequency use and the availability of IT personnel that was not found for the whole sample. Also, the motivation to adopt VR in language teaching was related to levels of previous experience with VR (Kaplan-Rakowsky et al, 2023a). As teachers’ exposure to and opportunity to trial VR is critical to gathering informed teacher views on VR products, Khukalenko et al. (2022a) also conducted another survey on teacher’s perception of VR, providing teachers with educational software to test. Researchers received self-report data from 445 schoolteachers (language teachers constituted 9% of the sample). Participants identified advantages and disadvantages of the software they implemented in their classroom, and shared their comments and recommendations for the software developers. Analysis of the responses to the open questions identified five main teachers’ expectations: compliance with the Federal Educational Standards and the curriculum; user-friendliness, academic results achievements; high interactivity and learners’ engagement; automation of monotonous teachers’ tasks, and creative approach for teachers.
A recent qualitative study on language teachers' perceptions was conducted by Kaplan-Rakowski and her colleagues (2023b). Even though the focus of this research is not exclusively virtual reality (augmented reality and mixed reality were explored as well), it gives further insight into successful integration of technologies in a classroom through exploring teachers' perceptions regarding new technologies. Important recommendations, given to developers and educators, include the use of virtual reality for speaking practice, and also for listening comprehension. Reading and writing skills, on the other hand, are challenging and also require other, special types of instructional design. Overall, possibilities for using VR are limited to the teacher's imagination, their understanding of the technology (Kaplan-Rakowski et al., 2023).
Indeed, virtual reality can be used in a range of ways in a language classroom. Earlier (Khukalenko, 2021) two types of educational content for teaching and learning languages were identified: specialized applications and other learning environments. The first type includes software that was developed exclusively for learning languages, whereas the second type are educational platforms, learning environments and applications where language acquisition is an additional opportunity. The various VR applications for language education, in turn, can be roughly classified into five categories based on different pedagogical purposes: visual experiences, entertainment, social networking, operation, and creation (Lan, 2020). Since the VR market is constantly changing, mentioning different types of the software is less important than focusing on understanding specific characteristics of VR as educational technology. In other words, teachers should understand when and why VR should be or should not be used.
The advantages and disadvantages of VR in education are well-known and can be summarized as follows. On the positive side, VR enables the use of test scenarios and experiments that are difficult or impossible to implement in a real-world setting, as well as the ability to repeat experiences, experiments, or situations multiple times. It also offers scalability, cost-effectiveness compared to setting up actual test stations, multidisciplinarity, and the ability for remote communication. However, on the negative side, there are drawbacks such as the high cost of hardware and software development, the limited scope or lack of ready-made teaching scenarios, and the lack of real consequences for mistakes and errors made. There are also limitations on interpersonal contact and potential health risks to consider (Paszkiewicz et al., 2021).
At the same time, researchers have identified three main features of VR that are relevant to language acquisition: immersion, embodiment, and interactivity. These characteristics are highly interrelated. Dengel and Mägdefrau (2018) define immersive learning as learning activities in a media-enriched environment that is connected to a sense of presence. Embodiment language learning is based on the assumption that human language and mind do not exist independently of our bodily experiences (Cui et al., 2021). Finally, interactivity helps learners to change their role from passive observer to active participant. Spiliotopoulos et al. (2019) proposed a framework focusing on game-based learning and the creation of dynamic and interactive virtual tasks. Although an immersive environment per se does not necessarily improve learning, appropriately chosen pedagogical design "or contextualizing immersive learning experiences within a lesson can improve learning" (Makransky & Mayer, 2022).
With design of VR oriented around immersion, embodiment, and interactivity, teacher engagement should be strong, but enthusiasm is also balanced by teacher skills, understanding and knowledge, and the necessary teacher professional learning and supports. Teachers demonstrate a positive attitude towards VR, particularly when provided with adequate training (Mystakidis & Christopoulos, 2022; Eutsler & Long, 2021). As Pellas et al. (2021) pointed out, “inappropriate support to researchers, instructors, and trainers on the correct use of VR can negatively affect the potential use of this technology”. Moreover, considering a shift from teaching how to use the technology to teaching instructional design in a virtual environment (Lock & MacDowell, 2023), teachers are becoming more confident and able to present their ideas on what content they expect and how technology should be used. This is where a new research gap emerges: theoretical and often superficial knowledge of VR technology should be expanded through rigorous testing of educational software in the classroom.
Similar to Soto et al.’s (2020) exploratory research, in which the educational platform ImmersMe was tested in order to identify advantages and disadvantages for language learning, we explored the educational software VARVARA. However, several aspects differentiate their work from ours. First, we focused on teachers' opinions, rather than learners', although we did ask teachers to share their students' feedback as well. Second, since the tested software aims to improve speaking skills and partly listening comprehension, we did not ask questions about other language skills such as reading and writing. Finally, our study is relevant to K-12 education, not higher education. Our research questions are as follows:
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What are teachers’ views on the advantages and disadvantages of VR educational software for learning languages after a preliminary trial using VR in their classrooms?
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What are teachers’ expectations of and recommendations for educational software for learning languages?