The Impact of Using VRALL on Learners’ Attitudes toward Learning English

This work investigated the impacts of VRALL (Virtual Reality Assisted Language Learning) as a teacher assistant on learners’ attitude toward learning English among young Iranian foreign language learners between the age ranges of to years (Low-intermediate) in Tehran, Iran. Through teacher-made questionnaire and structured-interview, learners were selected and learners’ attitude were examined before and after the training sessions. Questionnaire was about using VRALL in English classrooms and questions measured desire and motivation dimensions and also the usage of this instruments in further steps. Items also contained questions about learners’ view about using VRALL in language learning for learners who couldn’t read and write. During the study, VRALL group received ninety-minute-long sessions (twice a week) through the VR games and helped them learn efficaciously. After collecting the questionnaire’s responses from learners, the results of the independent sample t-test (based on the gain score of the group from pre-test to post-test) concluded that VRALL had a statistically significant large effect on EFL learners’ attitude. In addition, the teacher reported the students positive reaction and attitudes to learning in VR context to ensure others about this research. Furthermore, the results revealed that VRALL has been very influential and useful in creating an efficient and pleasurable English learning environment. The findings of the study have some useful implications which are compatible for EFL teachers, EFL instructors and EFL administrators, analysists, educators, psychologists, and materials developers

Keywords:

VRALL (Virtual Reality Assisted Language Learning) , Learners’ Attitude , EFL