The effect of Google Expeditions virtual reality on EFL learners’ willingness to communicate and oral proficiency

Abstract

This study reports the results of a mixed-methods investigation on the impact of a virtual reality (VR) tool on Iranian EFL learners' willingness to communicate (WTC) and oral proficiency. Twenty upper-intermediate EFL learners were divided into experimental and control groups role-playing as museum guides with and without Google Expeditions VR tool, respectively. Data collection comprised the participants' video-recorded oral performance, willingness to communicate scale, and focus group semi-structured interviews. Independent and paired sample t-test measures were used to investigate the groups' differences in terms of their WTC and oral proficiency development. Thematic analysis was also adopted to explore the participants' attitudes and perceptions toward the use of Google Expeditions in language classrooms. Quantitative findings showed that the experimental group significantly outperformed the control group in terms of oral performance and were more willing to communicate at the end of the experiment. The thematic analysis of the qualitative data indicated that the VR tool enhanced the participants' general knowledge, motivation, enthusiasm, cultural awareness, and confidence.

Keywords:

• Google Expeditions
• oral proficiency
• virtual reality
• willingness to communicate

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Saman Ebadi

Saman Ebadi is an assistant professor in Applied Linguistics at Razi University, Iran. His main research interests include CALL, dynamic assessment, qualitative research, sociocultural theory, and discourse analysis. He has published some research articles in his areas of interest in local and international journals and has presented both in and outside the country.

Marjan Ebadijalal

Marjan Ebadijalal is a PhD student in Applied Linguistics at Razi University, Iran. Her main research interests include teaching language skills, language teacher education, and CALL.