Category: LRNT 526

I was initially skeptical of how augmented and virtual reality (AR/VR) could be a practical and effective tool for learning a second language.  However, after experiencing our team’s collaborative 3-D art project (MacKay et al., 2021) and exploring current research, I now see its potential benefits for second language acquisition (SLA).

I have been a second language instructor for over 16 years and continue to be a second language learner. In my experience, I have found that one of the most challenging aspects of second language learning is the fact that it is often taught in a decontextualized classroom (whether face-to-face or online). Students are often asked to imagine they are in an authentic environment as they practice and develop language skills – perhaps through role playing with their classmates or watching a scripted video. This is understandably challenging as they sit at desks surrounded by their classmates.  Nothing about it feels authentic. Students are often shy to speak or read aloud in class for fear of making mistakes in front of their classmates.

Language learners are more likely to engage and practice language skills when they are in a truly authentic environment: perhaps ordering a coffee or chatting with a local while travelling in a foreign country. However, travelling to practice language skills in an authentic environment is rarely practical. For some learners, this experience may be as uncomfortable as a classroom. Therefore, AR/VR may offer an effective solution: providing an environment that feels more authentic than a classroom while perhaps feeling safer than a real environment. There appears to be significant potential for learners to use AR/VR to have greater immersion in a real environment or interact with a real or virtual person in a virtual environment, resulting in more authentic and effective learning (Lan, 2020; Lege et al., 2020; Scrivner et al., 2019).

However, to take advantage of these potential affordances, there are significant challenges. First, as AR/VR in SLA is relatively new, there is currently insufficient research grounding AR/VR in pedagogical and second language learning theories. Many researchers stress that pedagogical objectives are key (Salmon & Nyhan, 2016, p. 58) and “merely including technology in instruction does not guarantee results or learning outcomes” (Hoppingarner, 2009, p. 223). Lege et al. (2020) introduced the VR Application Analysis Framework, however, they stress that it is only “a starting point to assess VR applications for implementation in the classroom” (p. 17). In addition, educators will require sufficient methodological and technical knowledge to effectively choose, design, use, and integrate AR/VR into their teaching practice.

“Technology neither replaces nor transforms the nature of good teaching” (Hoppingarner, 2009, p. 232). However, we are doing our students a disservice if we do not integrate technologies’ affordances into our teaching when they have the potential to improve our students’ learning.

References

Hoppingarner, D. (2009). Best practices in technology and language teaching. Language and Linguistics Compass, 3(1), 222-235. doi: http://dx.doi.org/10.1111/j.1749-818X.2008.00123.x

Lan, Y. J. (2020). Immersion, interaction, and experience-oriented learning: Bringing virtual reality into foreign language learning. Language Learning & Technology, 24(1), 1-15. https://scholarspace.manoa.hawaii.edu/bitstream/10125/44704/1/24_1_10125-44704.pdf

Lege, R., Bonner, E., Frazier, E., & Pascucci, L. (2020). Pedagogical considerations for successful implementation of virtual reality in the language classroom. In New Technological Applications for Foreign and Second Language Learning and Teaching (pp. 24-46). Information Science Reference. https://doi.org/10.4018/978-1-7998-2591-3.ch002

MacKay, M., Piechnik, D., Nix, C. H., Stoesz, R., & Ruth, S. (2021, April 18). LRTN526 | Activity 2 | Group post. MALAT WebSpace. https://malat-webspace.royalroads.ca/rru0158/lrnt-526-activity-2/

Salmon, J., & Nyhan, J. (2016). Augmented reality potential and hype: Towards an evaluative framework in foreign language teaching. The Journal of Language Teaching and Learning, 3(1), 54-68. https://dergipark.org.tr/en/download/article-file/209053

Scrivner, O., Madewell, J., Buckley, C., & Perez, N. (2019). Best practices in the use of augmented and virtual reality technologies for SLA: Design implementation, and feedback. In M. L. Carrió-Paster (Ed.), Teaching Language and Teaching Literature in Virtual Environments (pp. 55-72). Springer Nature Singapore Pte Ltd. https://doi.org/10.1007/978-981-13-1358-5_4

Photo by UNIBOA on Unsplash

Augmented reality and virtual reality (AR/VR) have existed for decades but constraints such as cost and availability have severely limited their use in education.  Fortunately, recent developments including technological advancements and accessibility have allowed AR/VR to expand well beyond its original outlets of scientific research labs and expensive gaming equipment to provide unique learning opportunities.

AR-based learning tools, such as smart glasses and AR software, allow students to use multiple senses to interact with and manipulate virtual representations.  Using these tools effectively can provide multiple benefits for students including reduced cognitive load, increased motivation and interest, increased opportunity for collaborative learning, and the concretizing of abstract concepts (Elmqaddem, 2019, p. 239).  Although Bacca et al. (2014) reported that research in AR in education was focused primarily on science education (p. 139), these affordances offer great potential in many other educational disciplines.

In the coming weeks, I will be exploring the effectiveness of AR in second language learning.  Many people around the globe learn a second language for work or leisure purposes.  Travelling to a country with native speakers for an immersive experience is ideal; however, it is rarely practical.  Classrooms, both online and face-to-face, are the most common language learning environment.  However, classrooms are highly decontextualized.  Language classes are often taught by non-native speakers.  Even popular mobile applications, such as Duolingo, lack context and authenticity.

Current research posits that AR in second language learning extends the potential of other mobile technologies, beyond time and place, to expose students to a combined actual and virtual language learning environment (Zhang, Wang, & Wu, 2020, p. 223).  This offers language learners the unique opportunity for more context-aware learning experiences.  To use this to successfully aid learning, many variables must be considered, including a sound pedagogical framework and sufficient teacher training to ensure AR is incorporated in a way that best meets course objectives and students’ unique goals and needs.

I appreciate your input.  What other aspects should be considered with respect to using AR effectively in second language learning?

References

Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). Augmented reality trends in education: A systematic review of research and applications. Educational Technology & Society, 17(4), 133-149.

Elmqaddem, N. (2019). Augmented reality and virtual reality in education: Myth or reality?. International Journal of Emerging Technologies in Learning, 14(3), 234-242. https://doi.org/10.3991/ijet.v14i03.9289

Zhang, D., Wang, M., & Wu, J. G. (2020). Chapter 12: Design and implementation of augmented reality for English language education (V. Geroimenko, Ed.). Springer Nature Switzerland. http://doi.org/10.1007/978-3-030-42156-4_12