On the Comparative Impacts of Virtual Reality and Augmented Reality: EFL Learners’ Listening and Speaking Skills in Focus
Subject Areas : Journal of Applied Linguistics StudiesReza Porkar 1 , Mojgan Rashtchi 2 * , Roxana Aminzadeh 3
1 - گروه آموزش زبان انگلیسی دانشکده زبان های خارجی واحد تهران شمال
2 - دانشیار گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد تهران شمال، ایران
3 - TEFL department, Faculty of Foreign Languages, Islamic Azad University, Tehran North Branch
Keywords: Augmented Reality (AR), EFL learners, listening, speaking, Virtual Reality (VR),
Abstract :
The emergence of new technologies has urged researchers to investigate their efficiency in English language teaching classes. The current study compared the effects of Augmented Reality (AR) and Virtual Reality (VR) on EFL learners’ listening and speaking skills. The participants were 30 intermediate male and female learners assigned to AR-aided and VR-aided groups (n1=n2-15). They were homogeneous in general proficiency, listening, and speaking skills according to the results obtained from an IELTS at the onset of the study. The participants were exposed to 12 videos in AR and VR environments, followed by class discussions during the treatment. The videos had various topics to encourage learners to participate in classroom activities. Paired samples t-tests performed on each group’s listening and speaking pretests and posttests showed statistically significant differences, indicating the usefulness of AR and VR technologies in promoting the skills. However, Multivariate Analysis of Variance (MANOVA) showed no significant differences between the listening and speaking of the AR-aided and VR-aided groups, indicating that both technologies similarly impacted the participants’ oral communication skills. The study can give insights into technology integration to teachers, program developers, and administrators who search for innovations in L2 teaching.
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Cosio, L.D., Buruk, O., Fernández Galeote, D., De Villiers Bosman, I., Hamari, J. (2023). Virtual and augmented reality for environmental sustainability: A systematic review. CHI’ 23: Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems, Hamburg, Germany.
https://doi.org/10.1145/3544548.3581147
Dunleavy, M. (2014). Design principles for augmented reality learning. TechTrends 58(1), 28–34. https://doi.org/10.18844/wjet.v11i1.4005
Ebadi, S., & Ebadijalal, M. (2022). The effect of Google Expeditions virtual reality on EFL learners’ willingness to communicate and oral proficiency. Computer Assisted Language Learning, 35(8), 1975–2000. https://doi.org/10.1080/09588221.2020.1854311
Fuhrman, O., Eckerling, A., Friedmann, N., Tarrasch, R., Raz, G. (2020). The moving learner: Object manipulation in virtual reality improves vocabulary learning. Journal of Computer Assisted Learning, 37(3), 672-683. https://doi.org/10.1111/jcal.12515
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Hao, K.C., & Lee, L.C. (2019). The development and evaluation of an educational game integrating augmented reality, ARCS model, and types of games for English experiment learning: an analysis of learning. Interactive Learning Environments, 29(7),1101–1114. https://doi.org/10.1080/10494820.2019.1619590
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