Google Earth Virtual Reality and expository writing for young English Learners from a Funds of Knowledge perspective

Abstract

The purpose of this study is to examine the incorporation of Google Earth Virtual Reality (VR) into English Learners’ (ELs) expository writing experiences from a Funds of Knowledge perspective utilizing a mixed-methods explanatory sequential design. The participants were 22 ELs from a middle school in a rural Midwestern town. During the quantitative phase, the expository writing artifacts were collected through a multiple before-and-after non-experimental design and analyzed using ANOVA. A text-in-context coding approach was adopted to examine changes in students’ writing. The results showed a statistically significant increase in expository writing skills, particularly in description, cause/effect, compare/contrast, and enumeration. A descriptive survey assessing the acceptance of Google Earth VR was distributed as well. During the qualitative phase, a follow-up focus group for the ELs and teacher interviews were conducted. Field notes/memos were used to triangulate the data. The qualitative findings indicated that the ELs were engaged in the virtual-assisted writing environment and showed positive attitudes toward Google Earth VR. Concerns about using Google Earth VR in writing (i.e. time-consuming as well as distracting and posing integration difficulties) were addressed. Future directions inspired from this study are discussed as well.

Keywords:

• Virtual reality
• Google Earth
• English learners
• expository writing
• Funds of Knowledge

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Yan Chen

Yan Chen is a Postdoctoral Fellow in the Departments of Organization, Information and Learning Sciences and Chemical and Biological Engineering at the University of New Mexico. Her research interests focus on computer supported collaborative learning, learning sciences, instructional design, and educational equity for multicultural/multiethnic education.

Thomas J. Smith

Thomas J. Smith is a Professor of Department of Educational Research and Evaluation at Northern Illinois University. His research interests focus on quantitative research methodology and large-scale data analysis.

Cindy S. York

Cindy S. York is an Associate Professor of the Department of Educational Technology, Research and Assessment at Northern Illinois University. Her research interests focus on expert/novice research, online learning and teaching, instructional design, technology integration, and teacher education.

Hayley J. Mayall

Hayley J. Mayall is an Associate Professor of the Department of Educational Technology, Research and Assessment at Northern Illinois University. Her research interests focus on instructional design, technology for pre-service teachers, and educational software development.