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University EAP Students' Perceptions of Using a Prototype Virtual Reality Learning Environment to Learn Writing Structure

Author

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  • Austin Pack

    (Xi'an Jiaotong-Liverpool University, Suzhou, China)

  • Alex Barrett

    (Xi'an Jiaotong-Liverpool University, Suzhou, China)

  • Hai-Ning Liang

    (Xi'an Jiaotong-Liverpool University, Suzhou, China)

  • Diego Vilela Monteiro

    (Xi'an Jiaotong-Liverpool University, Suzhou, China)

Abstract

This study investigates English language learner (ELL) perceptions of using a prototype virtual reality learning environment (VRLE) designed for teaching and learning writing structure. A mixed-methods approach was used, incorporating pre- and post-participation questionnaires, as well as semi-structured interviews. Participants consisted of 10 ELLs enrolled in first year English for Academic Purposes (EAP) courses at a university in Mainland, China. Results indicate that while the majority of students enjoyed using the VRLE, they maintained varying attitudes regarding the usefulness of the VRLE. Additionally, results from a correlation analysis suggest that learners' attitudes towards the material or content being learned (EAP writing) significantly correlates with learners' attitudes towards using the VRLE for learning writing structure.

Suggested Citation

  • Austin Pack & Alex Barrett & Hai-Ning Liang & Diego Vilela Monteiro, 2020. "University EAP Students' Perceptions of Using a Prototype Virtual Reality Learning Environment to Learn Writing Structure," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), IGI Global, vol. 10(1), pages 27-46, January.
    • Handle: RePEc:igg:jcallt:v:10:y:2020:i:1:p:27-46
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    Cited by:

    1. Xinyi Huang & Di Zou & Gary Cheng & Haoran Xie, 2021. "A Systematic Review of AR and VR Enhanced Language Learning," Sustainability, MDPI, vol. 13(9), pages 1-28, April.

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