Abstract
Social virtual reality (VR) is a powerful tool to enrich foreign language (FL) learning processes in collaborative settings. Given the importance of situated, contextual, and interactional learning practices in FL learning, social VR has attracted the attention of language educators. Despite its potential, it has received little attention in research and is underused in FL education. In this study, students in international dyads (Germany – the Netherlands) collaborated in VR using Spanish as a lingua franca, carrying out tasks in a social VR app using high-immersion head-mounted VR headsets. Engagement, students' willingness to communicate, and sense of presence in the social VR environment were investigated. Qualitative and quantitative data included pre- and post-surveys, reflection diaries, video-recordings of the interactions and focus group interviews. The findings show willingness to communicate in social VR varied among students, sense of presence differed among students, students displayed varying degrees of engagement, and some VR features eased student anxiety.
TopTheoretical And Conceptual Framework
The purpose of this literature review is to discuss the importance of situated and contextual learning, WTC, and engagement in FL learning, and the potential of high-immersion VR to enrich language learning processes. The review highlights how VR, used in a high-immersion capacity with a head-mounted display (HMD), can contribute to providing an enriched learning context where learners can engage in situated authentic social interactions in a meaningful way and, in so doing, acquire social, linguistic, intercultural, and digital literacy skills. Additionally, the review presents how VR can lower anxiety while increasing confidence, motivation, and WTC in the FL. Finally, the review covers the concept of task engagement, which addresses learners' involvement in the actual task activity, and how it can permeate the whole process of task performance.
Importance of Situated and Contextual Learning to Foreign Language Learning
The use of VR in education largely relies on the theories of situated and contextual learning. As such, learning is considered to be socially constructed and naturally embedded in the activities, culture and context in which it unfolds (Brown et al., 1989; Dawley & Dede, 2014). Learners acquire knowledge and skills by performing activities in real, interactive situations. For language learning purposes, this involves placing meaningful social interaction in authentic environments at the very heart of the learning process, as social interaction provides learners with essential scaffolding practices needed to successfully acquire a FL (Lantolf & Thorne, 2006). In addition, situated and contextual learning, which closely relate to project-based and experiential learning (Dewey, 1997), emphasize learner agency and engagement in meaningful interactions performed in authentic contexts (Ellis, 2008). Immersive interactive technologies, such as VR, can contribute to providing an enriched learning context where learners can engage in situated authentic social interactions in a meaningful way and in so doing acquire social, linguistic, intercultural, and digital literacy skills (Jauregi-Ondarra et al., 2022).
Key Terms in this Chapter
High-Immersion VR: It is a type of virtual reality that provides the user with a computer-generated 360° virtual space, which can be perceived as spatially realistic. The immersive experience is typically achieved through the use of a head-mounted display.
Situated Learning: It is an approach to language learning that emphasizes learning in context and through authentic, real-life experiences to develop effective language skills and competencies.
Virtual Reality (VR): It is a computer-generated, three-dimensional space that allows individuals to interact and explore within it. By immersing themselves in this virtual environment, individuals can manipulate objects and carry out various actions.
Engagement: It refers to a learner's active involvement and interest in the language learning process. It involves a range of cognitive, behavioral, and affective factors, including attention, participation, effort, and motivation, which contribute to the learner's learning experience.
Virtual Exchange (VE): It is an online, technology-enabled form of cross-cultural exchange between students in different locations, aimed at developing language skills and intercultural competence.
Willingness to Communicate (WTC): In foreign language learning it refers to a learner's inclination and readiness to initiate and sustain communication in the target language, despite potential linguistic and social barriers. It involves the motivation, confidence, and desire of the learner to engage in communicative interactions with other speakers in a variety of situations and contexts. WTC is seen as a key factor in successful language acquisition, as it promotes opportunities for language use and practice, and helps learners to develop their communicative competence.
Social VR: It is a form of virtual reality (VR) where the main purpose is to interact with other people. During this experience, users (represented by avatars) can engage in real-time conversations and shared activities with one another.