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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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Detalles Bibliográficos
Autores principales: Feng, Baoxin, Ng, Lee Luan
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10197927/
https://www.ncbi.nlm.nih.gov/pubmed/37213367
http://dx.doi.org/10.3389/fpsyg.2023.1134242
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author Feng, Baoxin
Ng, Lee Luan
author_facet Feng, Baoxin
Ng, Lee Luan
author_sort Feng, Baoxin
collection PubMed
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.
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spelling pubmed-101979272023-05-20 Facilitating writing performance of EFL learners via virtual reality: Immersion, presence, embodiment Feng, Baoxin Ng, Lee Luan Front Psychol Psychology 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. Frontiers Media S.A. 2023-05-05 /pmc/articles/PMC10197927/ /pubmed/37213367 http://dx.doi.org/10.3389/fpsyg.2023.1134242 Text en Copyright © 2023 Feng and Ng. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Feng, Baoxin
Ng, Lee Luan
Facilitating writing performance of EFL learners via virtual reality: Immersion, presence, embodiment
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 Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10197927/
https://www.ncbi.nlm.nih.gov/pubmed/37213367
http://dx.doi.org/10.3389/fpsyg.2023.1134242
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