21st Century Virtual Language Learning Environments (VLLEs)

Mroz, Aurore Patricia

doi:10.1111/lnc3.12089

Cited by 7 publications

(9 citation statements)

References 43 publications

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“…Virtual learning, environments such as AR and Virtual Reality (VR), have previously been used in language learning research (Mroz, 2014). Zengo Sayu (Rose and Billinghurst, 1995) is an example of an immersive interactive VR environment which was developed for non-native adult speakers to learn Japanese prepositions.…”

Section: Previous Workmentioning

confidence: 99%

Using augmented reality with speech input for non-native children's language learning

Dalim

Sunar

Dey

et al. 2020

International Journal of Human-Computer Studies

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This is a PDF file of an article that has undergone enhancements after acceptance, such as the addition of a cover page and metadata, and formatting for readability, but it is not yet the definitive version of record. This version will undergo additional copyediting, typesetting and review before it is published in its final form, but we are providing this version to give early visibility of the article. Please note that, during the production process, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.

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Section: Previous Workmentioning

confidence: 99%

Using augmented reality with speech input for non-native children's language learning

Dalim

Sunar

Dey

et al. 2020

International Journal of Human-Computer Studies

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“…Regarding the field of learning English as a Foreign Language (EFL), there has been a clear preference for combining Virtual Language Learning Environments (VLLEs) and flipped learning approaches over traditional in-class learning. VLLEs appear in various forms, such as platforms, games and social networks (Mroz, 2014). This preference for utilising VLLEs is due to a number of reasons.…”

Section: Introductionmentioning

confidence: 99%

“…First, many EFL studies have revealed the positive impact that VLLEs bring to language learners in terms of learning development despite the existing challenges (e.g., training, cost and security issues) (Mroz, 2014). What facilitates the development of the learners' language skills is the fact that VLLEs provide a space for collaborative learning (Mroz, 2014). Collaborative learning is a "social process of knowledge building" (Miyake & Kirschner, 2014, p. 420).…”

Section: Introductionmentioning

confidence: 99%

“…This process requires that learners work together when solving problems or completing tasks. Additionally, many linguists believe that VLLEs can create a learning environment that resembles the culture of the target language, and consequently, this can further facilitate language learning (Mroz, 2014). Also, the incorporation of VLEs, which entails the use of technology, meets "the needs of digital learners" (Gamble, 2018, p. 23).…”

Section: Introductionmentioning

confidence: 99%

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Saudi University Students’ Perceptions towards Virtual Education During Covid-19 Pandemic: A Case Study of Language Learning via Blackboard

Al-Nofaie¹

2020

AWEJ

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Following the spread of COVID-19, many parts of the world have fully shifted to virtual education. Issues regarding students' readiness for this mode of education have been the main concerns in countries where students are not used to virtual classes. This article presents a case study that investigated the perceptions of Saudi university students towards learning via Blackboard, during the unusual mode of delivering education caused by Covid-19. The aim was to identify the merits and challenges of online learning in order to understand the students' learning experiences during the pandemic period and suggest practical solutions. The participants were 25 university students majoring in the English language at the bachelor of arts level. The instructor (the author) taught them classes on morphology. Based on an analysis of the students' learning logs, the students preferred the asynchronous environment to the synchronous one due to its flexibility. However, unlike research findings identified in relevant studies on virtual education for language learning, the present study reveals that virtual education is not always appealing for students. This study is one of the few studies that compare the synchronous and asynchronous aspects of BB in the Arabian contexts. It is hoped that this study will help university authorities to set out more practical educational plans in the case of emergencies. Also, this study will inform the practices of university instructors and designers of professional development courses in the near future.

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“…Despite the effectiveness of 3DVWs in language learning, there are some gaps and a need for further research. First, although research has shown that 3DVW led to considerable growth and skills in managing L2 communication (Canto et al, 2013; Milton et al, 2012; Mroz, 2014; Wigham & Chanier, 2013), the students’ choice of communication strategies remained unclear when used in maintaining and managing their L2 communication in a virtual reality (VR) environment. Second, researchers emphasized the need to incorporate instructional design principles in conceiving VR-based real-life tasks (Merchant et al, 2014; Parmax, 2020) to enhance students’ interaction and communication in the target language.…”

Section: Introductionmentioning

confidence: 99%

The Use of Communication Strategies by Second Language Learners of Chinese in a Virtual Reality Learning Environment

2022

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Virtual reality (VR) for Language learning has been shown effective in improving students’ communication skills. However very few studies reveal the communication strategies students used in communicating in a VR environment, especially in learning Chinese as a foreign or second language (CFL/CSL). In this pilot study, a prototype Virtual Experiential Language Learning Environment (VELLE) was used to provide immersive learning experiences in developing CFL students’ communication strategies. Productive Failure was employed as an instructional approach to support the learning design. The participants were six CFL students learning in an Australian university. The main data sources included audio recordings of the students’ communication in VR and interview data. The findings showed that participants’ use of various types of communication strategies was influenced by the VELLE and Productive Failure design. In particular, the use of L1 in the problem-solving phase enriched the participants’ learning opportunities and all participants used a lesser number of resource deficit-related strategies after the instruction. Second, Students reported enhanced engagement in language use in the VR context.

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21st Century Virtual Language Learning Environments (VLLEs)

Cited by 7 publications

References 43 publications

Using augmented reality with speech input for non-native children's language learning

Using augmented reality with speech input for non-native children's language learning

Saudi University Students’ Perceptions towards Virtual Education During Covid-19 Pandemic: A Case Study of Language Learning via Blackboard

The Use of Communication Strategies by Second Language Learners of Chinese in a Virtual Reality Learning Environment

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