Virtual reality in foreign language training at higher educational institutions

Abstract

The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, high- level visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up.

1st Symposium on Advances in Educational Technology: Outlook

“…This article highlights further research by the authors, begun in [269,271,272]. Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole; it is also a necessary condition for the implementation of distance learning.…”

Adaptive toolkit of branch-oriented workshop environment for enlargement the cloud-based e-learning media platform

“…Psychological and social peculiarities of virtual and augmented reality implementation and their potential for enriching students' learning experience investigate in particular Makransky and Petersen [22], while highlighting the affective and cognitive paths that obviously contribute to increasing quantitative learning outcomes. Using of some common ones gamification function to promote a student-centered learning environment for personal and professional development dedicated the works of Buzko, Bonk and Tron [4], Champion [7], Haranin and Moiseienko [11], Katsko and Moiseienko [16], Pokulyta and Kolotylo [35], Shepiliev et al [38], Symonenko et al [41], Tokarieva et al [44], Tsay et al [45], Vakaliuk et al [46,47], Voloshynov et al [50], Yildirim [51], Zinovieva et al [53] etc. The conditions of application of telecommunication solutions in remote subject-information environments for acquiring competencies in the mastering of technical specialties are analyzed in detail by Barker et al [1], Calvo et al [6], Lovianova et al [21], Milani and Navimipour [23], Modlo and Semerikov [24], Modlo et al [25,26], Rashevska and Soloviev [37], Vlasenko et al [48,49].…”

The use of mobile applications and Web 2.0 interactive tools for students’ German-language lexical competence improvement

“…The use of mobile devices, applications and Web 2.0 interactive tools in a foreign language learning process was studied by Ukrainian researchers Hanna M. Alekseeva [13], Oksana Ye. Bondar [32], Olga O. Gnedkova [18], Larysa V. Gorbatiuk [13], Darja A. Kassim [32], Nataliia V. Kravchenko [13], Hennadiy M. Kravtsov [18], Kateryna P. Osadcha [37], Viacheslav V. Osadchyi [37], Olena O. Pavlenko [32], Alona M. Prykhodko [34], Oksana O. Rezvan [34], Tetiana S. Rozumna [13], Ekaterina O. Shmeltser [37], Svitlana V. Symonenko [37], Stanislav T. Tolmachev [34], Nataliia S. Tymchenko-Mikhailidi [32], Olga M. Ustimenko [42], Nataliia P. Volkova [34], Nataliia V. Zaitseva [37], foreign scientists Nils Bahlo [2], Gunhild Berg [4], Johanna Chardaloupa [9], Albert L. Harris [15], Aimi Jõesalu [9], Choi Kwangoon [32], Alan Rea [15], Sarah Torres Cajo [2], Bae Gi Yon [32] and others. The works of Karin Aguado [1], Natalia F. Borisko [6], Rainer Bohn [5], Birgit Henriksen [16], Aleksandra Łyp-Bielecka [20], I. S. P. Nation [28], Jonathan Newton [29], Mattheus Wollert [43] and others are devoted to the problems of teaching vocabulary.…”