Exploring Multiliteracy of Pre-Service Language Teachers through Spherical Video-Based Virtual Reality.

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Bibliographic Details
Title:	Exploring Multiliteracy of Pre-Service Language Teachers through Spherical Video-Based Virtual Reality.
Authors:	Rae Ping Lin¹ raelin@gm.pu.edu.tw, Wen-Chi Vivian Wu^2,3 vivwu123@asia.edu.tw
Source:	Educational Technology & Society. Jul2023, Vol. 26 Issue 3, p101-114. 10p.
Subject Terms:	Student teachers, Language teachers, Teacher development, English teachers, *Computer assisted language instruction, Virtual reality
Geographic Terms:	Taiwan
Abstract:	This qualitative study aims to explore how the production of language learning materials using spherical video-based virtual reality (SVVR) affords pre-service teachers multiliteracy development while also attempting to discover their perceptions toward adopting this emerging technology for future language teaching. Data from multiple sources was collected from pre-service English teachers enrolled in a TESOL graduate program in Taiwan, including video-recordings of the participants' presentations on their final SVVR projects and their self-generated VR teaching materials/artifacts, with two one-to-one semi-structured interviews further analyzed based on thematic analysis. The major findings demonstrate that through conducting the SVVR project, participants learned: (1) to compose multimodal lessons; (2) to concretize intangible contexts for learning; and (3) to use space as a mode for teaching and learning. The authors presented insights into affordance of SVVR material production for their multiliteracy development of engaging pre-service English teachers, as well as their perceptions with regard to this SVVR hands-on experience. Moreover, the authors offer recommendations for putting such experience into practice. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This qualitative study aims to explore how the production of language learning materials using spherical video-based virtual reality (SVVR) affords pre-service teachers multiliteracy development while also attempting to discover their perceptions toward adopting this emerging technology for future language teaching. Data from multiple sources was collected from pre-service English teachers enrolled in a TESOL graduate program in Taiwan, including video-recordings of the participants' presentations on their final SVVR projects and their self-generated VR teaching materials/artifacts, with two one-to-one semi-structured interviews further analyzed based on thematic analysis. The major findings demonstrate that through conducting the SVVR project, participants learned: (1) to compose multimodal lessons; (2) to concretize intangible contexts for learning; and (3) to use space as a mode for teaching and learning. The authors presented insights into affordance of SVVR material production for their multiliteracy development of engaging pre-service English teachers, as well as their perceptions with regard to this SVVR hands-on experience. Moreover, the authors offer recommendations for putting such experience into practice. [ABSTRACT FROM AUTHOR]
ISSN:	11763647
DOI:	10.30191/ETS.202307_26(3).0008