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

محورهای موضوعی : 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)

تاریخ دریافت : 1402/02/26 تاریخ پذیرش : 1402/06/08 تاریخ انتشار : 1402/06/10

کلید واژه: expressive language disorder, virtual reality, EFL learners,

چکیده مقاله :

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.

چکیده انگلیسی:

این مطالعه کیفی که ریشه در تئوری فناوری کمکی (AST) دارد، واقعیت مجازی (VR) را به عنوان یک فناوری کمکی در بین زبان آموزان زبان انگلیسی مبتلا به اختلال زبان بیانی (ELD) در رابطه با اثربخشی، امکان سنجی و خطرات آن مورد بررسی قرار داد. پس از یک نمونه گیری هدفمند، 18 زبان آموز انگلیسی زبان پیش از متوسط ​​ایرانی با سطوح خفیف تا متوسط ​​ELD انتخاب شدند و یک محیط یادگیری واقعیت مجازی کاملاً فراگیر را از طریق نمایشگرهای واقعیت مجازی روی سر (VR-HMDs) که در آن مجموعه ای از قطعات یادگیری را تجربه کردند. با تمرکز بر مهارت‌های گفتاری به مدت 20 جلسه هفتاد دقیقه‌ای توسط VR نوشته شد. داده ها به صورت موضوعی توسط تحلیل داده های کیفی ماکس وبر (MAXQDA) تجزیه و تحلیل شدند. یافته‌ها عوامل تشکیل‌دهنده فناوری کمکی VR در مورد (A) اثربخشی (سواد فناوری اطلاعات و ارتباطات، پیش داوری‌ها، فن‌هراسی یا استرس فنی، انگیزه و کیفیت تجهیزات VR) را نشان دادند. (ب) امکان‌سنجی (زیرساخت‌های آکادمیک، قیمت تجهیزات، ویژگی‌های سفارشی‌سازی، انواع محتوا یا زمینه، و آموزش)، و (C) خطرات (علائم فیزیکی و ذهنی مختلف ناشی از VR). نتایج ممکن است به نفع TEFL، فناوری کمکی و آموزشی، و آموزش درمانی باشد.

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