Study of Virtual Reality Enhanced English Teaching and Learning Based on Quantitative and Qualitative Meta-analysis
The realistic and interactive environment created by VR will assist students in acquiring language.Although the empirical research on English as a Foreign Language(EFL)teaching and learning in VR environments in K-12 has gradually emerged in recent years,the results are differentiated.Moreover,there is still minimal knowledge and theoretical support for VR to assist in the optimal design of EFL teaching and learning.In view of this,the meta-analysis method was applied to conduct a quantitative and qualitative analysis of the research on VR-supported EFL teaching and learning in K-12.Taking the selected 15 quasi-experimental research studies as samples using quantitative meta-analysis,it was found that VR-supported EFL teaching and learning had a moderate positive impact on the learning effectiveness of K-12 students;Meanwhile,based on the qualitative meta-analysis,the four key elements of the role of VR in EFL learning including authentic context,social interaction,multimodal representation,and learner autonomy were refined;in addition,further analyses were conducted to summarize the typical learning behaviors and the theoretical framework of English teaching in VR environment.Subsequently,based on the results of the analysis,the content and learning activities of VR-supported English language courses and their application limits in K-12 were explored,and it was proposed that the future application of VR in EFL teaching and learning in K-12 and related research should comprehensively consider the immersion and cost of use in VR selection,break through the comparative research of media,focus on cognitive results or value added,and concentrate on the integrated application design of learning strategies and learning modes from the disciplinary perspective.
Virtual realityEFL teaching and learningK-12Meta-analysis
万方数据
维普
