The effects of a self-developed virtual reality environment on college EFL learners’ vocabulary learning

ABSTRACT

In second language acquisition (SLA), vocabulary learning can be a great challenge for some English as a Foreign Language (EFL) learners. Virtual Reality (VR) technology has unleashed its potential in language education, but insufficient attention has yet been paid to its impact on EFL learners’ vocabulary learning. To bridge this gap, we conducted a quasi-experiment based on a self-developed VR platform, in order to investigate the effects of VR on EFL learners’ vocabulary learning. A total of 68 college students participated in this study and were assigned to either the experimental (VR players) or the comparison (video watchers) group. The results revealed that the VR players significantly outperformed the video watchers in terms of vocabulary learning. The VR environment contextualized vocabulary learning by providing an authentic language learning experience, a strong sense of presence, and instant interaction and feedback, whereas the VR players’ learning motivation still needed to be strengthened. Analysis of semi-structured interviews further demonstrated that most of the students valued the potential of the VR-assisted learning approach, while some of them still held mixed feelings about it. This study provides some suggestions for both language instructors and technical experts in terms of task design, platform optimization, and material development.

KEYWORDS:

• Virtual reality (VR)
• vocabulary learning
• English as a Foreign Language (EFL)
• college students

Acknowledgements

We would like to acknowledge the insightful comments and valuable suggestions of the anonymous reviewers and editors.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research was supported by Beijing Education Sciences Planning Project for the 14th Five-Year Plan [grant number CGCA23127].