Virtual Reality Language Lab of Second Language Learning Based on J Bruner’s Discovery Learning and Self-Efficacy Theory—Literature Review and Solution Improvement

Abstract

Language learning has gradually involved innovative technology such as the use of 3D virtual worlds, which can enhance learners’ immersion through improved engagement with the help of their motivational components. Immersion in the target language environment for example English, Spanish, French and German environment provides maximum exposure to the communicative use, offering the opportunity to learners’ active creativity. Since real travel is expensive and impractical, virtual travel in the virtual reality language lab provides them a brand new opportunity. Adopting the literature research method, this paper aims to figure out the optimum time duration and time frequency for most language learners to spend in the virtual world. Based on Discovery Learning and Self-efficacy Theory, we tend to focus on the behaviors of the learner in the virtual world, such as how they express themselves in second language and acquire daily expressions with the help of Unity3D to design and develop 3D virtual worlds and the EEG (electroencephalogram) equipment to reflect changes in the neural representation of the task environment. In order to find a possible relationship between communicative activities and the learning theories of Discovery Learning and Self-efficacy Theory, correlative analysis and principal component analysis were performed. According to this research, we can effectively limit the time and frequency of the immersion in the second language environment and promote the efficiency.