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Virtual Reality in the Language Classroom: Strategies to Make It Work

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Bibliographic Details
Title: Virtual Reality in the Language Classroom: Strategies to Make It Work
Language: English
Authors: Robin Couture-Matte
Source: Canadian Modern Language Review. 2025 81(2):87-108.
Availability: University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpjournals.press/loi/cmlr
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 6
Intermediate Grades
Middle Schools
Descriptors: Computer Simulation, Second Language Instruction, Second Language Learning, Teaching Methods, Vocabulary, Task Analysis, Scaffolding (Teaching Technique), English (Second Language), Intensive Language Courses, Foreign Countries, Computer Assisted Instruction, Grade 6, Sociocultural Patterns
Geographic Terms: Canada
DOI: 10.3138/cmlr-2023-0071
ISSN: 0008-4506
1710-1131
Abstract: The present investigation aimed to assess the use of scaffolding strategies by young English as a second language learners who carried out communicative tasks in the context of high-immersive virtual reality (HVR) (Kaplan-Rakowski & Gruber, 2019). More specifically, 24 students enrolled in an intensive program in the province of Quebec, Canada, were recorded as they carried out four communicative tasks while wearing head-mounted displays and navigating virtual worlds. Based on the work of Gagné and Parks (2013) and García Mayo and Imaz Agirre (2019), the analysis consisted in the identification of strategies as they pertained to language and other aspects of the tasks, such as technological challenges. Using language-related episodes (LRE) as a unit of analysis, the investigation revealed that participants produced 247 LREs that were generally triggered and resolved by the student themselves and that focused on the vocabulary found in the tasks and the virtual world. The analysis of the recordings for strategies other than language-related revealed that students used 14 different strategies, five of which were specific to the HVR context. Implications for the use of HVR in the context of language learning are also discussed.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1472120
Database: ERIC
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  Data: University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpjournals.press/loi/cmlr
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  Data: The present investigation aimed to assess the use of scaffolding strategies by young English as a second language learners who carried out communicative tasks in the context of high-immersive virtual reality (HVR) (Kaplan-Rakowski & Gruber, 2019). More specifically, 24 students enrolled in an intensive program in the province of Quebec, Canada, were recorded as they carried out four communicative tasks while wearing head-mounted displays and navigating virtual worlds. Based on the work of Gagné and Parks (2013) and García Mayo and Imaz Agirre (2019), the analysis consisted in the identification of strategies as they pertained to language and other aspects of the tasks, such as technological challenges. Using language-related episodes (LRE) as a unit of analysis, the investigation revealed that participants produced 247 LREs that were generally triggered and resolved by the student themselves and that focused on the vocabulary found in the tasks and the virtual world. The analysis of the recordings for strategies other than language-related revealed that students used 14 different strategies, five of which were specific to the HVR context. Implications for the use of HVR in the context of language learning are also discussed.
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