Virtual Reality (VR) - possibilities for use in tertiary language centres

Abstract

This paper starts with an overview of how Virtual Reality (VR) has been used, and can be used, in language education. Using VR together with video technology in language education may sound innovative; however, such technology is actually well-developed and has been adopted in various places. For example, in Taiwan, tertiary students developed knowledge on English phonology, morphology, grammar and syntax, as well as a more advanced level of thinking with the assistance of an online 3D English VR learning program (Chen, 2016). In light of this, a VR Space has been created in a self-access language centre of a university in Hong Kong. This self-contained room contains a high-performance PC with HTC Vive headset and controllers. The paper will consider student opinions of VR as a learning tool for languages, and language centre teacher perceptions of the VR room’s possible use by students as an independent learning tool and/or in their subjects. The paper looks forward as to how a VR Space can better cater for students who want to use VR to study independently, and more effectively target teachers who are interested in using the VR room to integrate VR apps into their teaching.

Link to publication in TESOL International Journal