Virtual Reality (VR) Assistive Technology Among EFL Learners With Expressive Language Disorder (ELD): Effectiveness, Feasibility, and Risks

Subject Areas : Applied Linguistics

Mojgan Khaki ¹ (Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran)
Hossein Heidari Tabrizi ² (Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran)
Sajad Shafiee ³ (English Department, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran)

Received: 2023-05-16 Accepted : 2023-08-30 Published : 2023-09-01

Keywords: expressive language disorder, virtual reality, EFL learners,

Abstract :

Rooted in Assistive Technology Theory (AST), this qualitative study examined Virtual Reality (VR) as an assistive technology among EFL learners with Expressive Language Disorder (ELD) concerning its effectiveness, feasibility, and risks. Following a purposive sampling, 18 Iranian pre-intermediate EFL learners with mild to moderate levels of ELD were selected and experienced a fully-immersive VR learning environment through Virtual-Reality Head-Mounted Displays (VR-HMDs) in which a series of learning nuggets focusing on speaking skills were VR-authored for 20 seventy-minute sessions. The data were thematically analyzed by Max Weber Qualitative Data Analysis (MAXQDA). The findings showed the factors constituting VR assistive technology concerning (A) effectiveness (ICT literacy, prejudgments, technophobia or technostress, motivation, and quality of VR equipment); (B) feasibility (academic infrastructure, equipment price, customization features, types of content or context, and training), and (C) risks (various VR-induced physical and mental symptoms). The outcomes may benefit TEFL, assistive and educational technology, and therapeutic education.

References:

Ashman, G. (2022). A little guide for teachers: Cognitive load theory. Sage.

Bailey, B., Bryant, L., & Hemsley, B. (2022). Virtual reality and augmented reality for children, adolescents, and adults with communication disability and neurodevelopmental disorders: a systematic review. Review Journal of Autism and Developmental Disorders, 9(2), 160-183. https://doi.org/10.1007/s40489-020-00230-x

Baporikar, N. (2014). Youth entrepreneurship in Indian scenario. International Journal of Asian Business and Information Management (IJABIM), 5(2), 74-84.

Braun, V., & Clarke, V. (2012). Thematic analysis. American Psychological Association.

Brosnan, M. J. (2002). Technophobia: The psychological impact of information technology. Routledge.

Brosseau-Lapré, F., & Rvachew, S. (2018). Introduction to speech sound disorders. Plural Publishing.

Caserman, P., Garcia-Agundez, A., Gámez Zerban, A., & Göbel, S. (2021). Cybersickness in current-generation virtual reality head-mounted displays: systematic review and outlook. Virtual Reality, 25(4), 1153-1170. https://doi.org/10.1007/s10055-021- 00513-6

Chang, E., Kim, H. T., & Yoo, B. (2020). Virtual reality sickness: a review of causes and measurements. International Journal of Human–Computer Interaction, 36(17), 1658- 1682. https://doi.org/10.1080/10447318.2020.1778351

Checa, D., & Bustillo, A. (2020). Advantages and limits of virtual reality in learning processes: Briviesca in the fifteenth century. Virtual Reality, 24(1), 151-161.

Doerner, R., & Horst, R. (2022). Overcoming challenges when teaching hands-on courses about Virtual Reality and Augmented Reality: Methods, techniques and best practice. Graphics and Visual Computing, 6(3), 201-224. https://doi.org/10.1016/j.gvc.2021.200037

Fedorova, O., Shumskyi, O., Golikova, O., Kutsenko, I., Serdiuk, N., & Zahorodna, O. (2022). Microlearning in forming the students' English competencies with VR involvement. Broad Research in Artificial Intelligence and Neuroscience, 13(1), 388- 402. https://doi.org/10.18662/brain/13.1Sup1/326

Flick, U. (2021). Doing interview research: The essential how to guide. Sage.

Freina, L., & Ott, M. (2015). A literature review on immersive virtual reality in education: State of the art and perspectives. E-learning and Software for Education, 11(4), 15- 26

Geweke, J. (1992). Decision making under risk and uncertainty: New models and empirical findings. Springer Science & Business Media.

Johnson, C. M., Corazzini, K. N., & Shaw, R. (2011). Assessing the feasibility of using virtual environments in distance education. Knowledge Management & E-Learning, 3(1), 5- 16.

Hartnett, M. (2016). Motivation in online education. Springer.

Hoffman, B. (2015). Motivation for learning and performance. Academic Press.

Horst, R., Gerstmeier, S., Naraghi-Taghi-Off, R., Wagner, J., Rau, L., & Dörner, R. (2022). Virtual reality content creation based on self-contained components in the e-learning domain: Re-using pattern-based VR content in different authoring toolkits. Multimedia Tools and Applications, 25(4), 1-38. https://doi.org/10.1007/s11042-022-13362-5

Kouroupetroglou, C. (2014). Enhancing the human experience through assistive technologies and e-accessibility. IGI Global.

Mihelj, M., Novak, D., & Beguš, S. (2014). Virtual reality technology and applications. Springer.

Park, S., & Lee, G. (2020). Full-immersion virtual reality: Adverse effects related to static balance. Neuroscience Letters, 73(3), 134-149. https://doi.org/10.1016/j.neulet.2020.134974

Parmaxi, A. (2023). Virtual reality in language learning: A systematic review and implications for research and practice. Interactive Learning Environments, 26(4), 1- 13. https:// doi. Org /10 .10 80 /10494820.2020.1765392

Peckmann, C., Kannen, K., Pensel, M. C., Lux, S., Philipsen, A., & Braun, N. (2022). Virtual reality induces symptoms of depersonalization and derealization: A longitudinal randomized control trial. Computers in Human Behavior, 131(2), 107-119.  https:// doi. Org /10. 10 16/ j. chb. 2022.107233

Peeters, D. (2019). Virtual reality: A game-changing method for the language sciences. Psychonomic Bulletin & Review, 26(4), 894-900.

Ravneberg, B., & Söderström, S. (2017). Disability, society and assistive technology. Taylor & Francis.

Rinaldi, J. A., & Mayes, C. (2022). Learning compassion: Conflict resolution through education and therapy. Rowman & Littlefield.

Saredakis, D., Szpak, A., Birckhead, B., Keage, H. A., Rizzo, A., & Loetscher, T. (2020). Factors associated with virtual reality sickness in head-mounted displays: a systematic review and meta-analysis. Frontiers in Human Neuroscience, 14(5), 96-105. https://doi.org/10.3389/fnhum.2020.00096

Somrak, A., Humar, I., Hossain, M. S., Alhamid, M. F., Hossain, M. A., & Guna, J. (2019). Estimating VR Sickness and user experience using different HMD technologies: An evaluation study. Future Generation Computer Systems, 94(2), 302-316. https://doi.org/10.1016/j.future.2018.11.041

Turk, A., & Shattuck-Hufnagel, S. (2020). Speech timing: Implications for theories of phonology, phonetics, and speech motor control. Oxford University Press

Vess, K. (2021). Speech Sound Disorders: Comprehensive Evaluation and Treatment. Georg Thieme Verlag.

Weber, A. S., & Hamlaoui, S. (2018). E-learning in the Middle East and North Africa (MENA) region. Springer.

Weinbaum, C., Landree, E., Blumenthal, M. S., Piquado, T., & Gutierrez, C. I. (2018). Ethics in scientific research: An examination of ethical principles and emerging topics. Rand Publication.

Yu, E. C., & Lagnado, D. A. (2012). The influence of initial beliefs on judgments of probability. Frontiers in Psychology, 3(5), 381-396. https://doi.org/10.3389/fpsyg.2012.00381