Facilitating writing performance of EFL learners via virtual reality: Immersion, presence, embodiment
Immersive virtual reality (IVR) technology is being used to help EFL learners overcome their difficulties with their language skills, especially writing skills. Past studies showed that the instrument that provides immersion will positively affect learners’ written performance. In line with that, th...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-05-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1134242/full |
| _version_ | 1827953496108826624 |
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| author | Baoxin Feng Lee Luan Ng |
| author_facet | Baoxin Feng Lee Luan Ng |
| author_sort | Baoxin Feng |
| collection | DOAJ |
| description | Immersive virtual reality (IVR) technology is being used to help EFL learners overcome their difficulties with their language skills, especially writing skills. Past studies showed that the instrument that provides immersion will positively affect learners’ written performance. In line with that, this study aims to investigate the vocabulary usage and writing performance of learners who learn vocabulary via IVR versus those who learn from conventional classroom-based instruction. A total of 144 Chinese-speaking English learners, who were divided into experimental group (N = 69) and control group (N = 75), experienced the treatments related to the writing tasks. The results show that the learners in the experimental group wrote more informatively and presented more details. Comparative analysis revealed that learners using IVR performed significantly better on target word usage, lexical density, distribution richness, and completion of task than those in the conventional classroom. Based on the results, it would seem that the positive transfer of learning may be related to the experience of exploring in a virtual environment. The immersion of IVR and the sense of presence and embodiment enable learners to benefit from their immersive experience which aids the use of vocabulary in their writing. The implication of the study demonstrated the impact of the technological factors, whereby what causes the improvement in writing performance is due to the learners’ virtual experience and their sense of embodiment. |
| first_indexed | 2024-04-09T14:14:53Z |
| format | Article |
| id | doaj.art-2105f1b21f254d91bcabb7c0800d8add |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-09T14:14:53Z |
| publishDate | 2023-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-2105f1b21f254d91bcabb7c0800d8add2023-05-05T13:38:40ZengFrontiers Media S.A.Frontiers in Psychology1664-10782023-05-011410.3389/fpsyg.2023.11342421134242Facilitating writing performance of EFL learners via virtual reality: Immersion, presence, embodimentBaoxin FengLee Luan NgImmersive virtual reality (IVR) technology is being used to help EFL learners overcome their difficulties with their language skills, especially writing skills. Past studies showed that the instrument that provides immersion will positively affect learners’ written performance. In line with that, this study aims to investigate the vocabulary usage and writing performance of learners who learn vocabulary via IVR versus those who learn from conventional classroom-based instruction. A total of 144 Chinese-speaking English learners, who were divided into experimental group (N = 69) and control group (N = 75), experienced the treatments related to the writing tasks. The results show that the learners in the experimental group wrote more informatively and presented more details. Comparative analysis revealed that learners using IVR performed significantly better on target word usage, lexical density, distribution richness, and completion of task than those in the conventional classroom. Based on the results, it would seem that the positive transfer of learning may be related to the experience of exploring in a virtual environment. The immersion of IVR and the sense of presence and embodiment enable learners to benefit from their immersive experience which aids the use of vocabulary in their writing. The implication of the study demonstrated the impact of the technological factors, whereby what causes the improvement in writing performance is due to the learners’ virtual experience and their sense of embodiment.https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1134242/fullimmersive virtual reality (IVR)EFLwriting educationembodiment experiencesense of presence |
| spellingShingle | Baoxin Feng Lee Luan Ng Facilitating writing performance of EFL learners via virtual reality: Immersion, presence, embodiment Frontiers in Psychology immersive virtual reality (IVR) EFL writing education embodiment experience sense of presence |
| title | Facilitating writing performance of EFL learners via virtual reality: Immersion, presence, embodiment |
| title_full | Facilitating writing performance of EFL learners via virtual reality: Immersion, presence, embodiment |
| title_fullStr | Facilitating writing performance of EFL learners via virtual reality: Immersion, presence, embodiment |
| title_full_unstemmed | Facilitating writing performance of EFL learners via virtual reality: Immersion, presence, embodiment |
| title_short | Facilitating writing performance of EFL learners via virtual reality: Immersion, presence, embodiment |
| title_sort | facilitating writing performance of efl learners via virtual reality immersion presence embodiment |
| topic | immersive virtual reality (IVR) EFL writing education embodiment experience sense of presence |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1134242/full |
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