Contextual efl learning in a 3D virtual environment

Research output: Contribution to journalArticle

37 Citations (Scopus)

Abstract

The purposes of the current study are to develop virtually immersive EFL learning contexts for EFL learners in Taiwan to pre- and review English materials beyond the regular English class schedule. A 2-iteration action research lasting for one semester was conducted to evaluate the effects of virtual contexts on learners’ EFL learning. 132 elementary school students participated in this study. Both qualitative and quantitative data, including observation and English learning performances, were collected and analyzed. The positive results obtained from the study approved that the usage of virtual contexts in EFL learning could (1) provide students with learning opportunities without the time and space limits, (2) provide students with a game-liked scenario for English learning, and (3) enhance learners’ EFL performances. The learning mode proposed and experiences gained in the current study not only serve as a practical reference to diverse foreign language educational occasions but also add to the knowledge pool of foreign language learning and teaching in virtual worlds.

Original languageEnglish
Pages (from-to)16-31
Number of pages16
JournalLanguage, Learning and Technology
Volume19
Issue number2
Publication statusPublished - 2015 Jan 1

Fingerprint

Virtual reality
Students
learning
Teaching
foreign language
class schedule
learning performance
student
Contextual
Virtual Environments
action research
semester
elementary school
Taiwan
scenario
EFL Learners
knowledge
performance
experience

Keywords

  • Contextual language learning
  • English Village
  • English as a foreign language (EFL)
  • Immersive learning
  • Virtual worlds

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language
  • Computer Science Applications

Cite this

Contextual efl learning in a 3D virtual environment. / Lan, Yu-Ju.

In: Language, Learning and Technology, Vol. 19, No. 2, 01.01.2015, p. 16-31.

Research output: Contribution to journalArticle

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