USE OF VIRTUAL REALITY APPLICATIONS IN LANGUAGE TEACHING

Year 2023, , 816 - 836, 15.06.2023

Bilal Şimşek

https://doi.org/10.7884/teke.1312786

Cited By: 1

Abstract

DİL ÖĞRETİMİNDE SANAL GERÇEKLİK UYGULAMALARININ KULLANIMI

Abstract

Bu araştırmanın amacı dil öğretimi bağlamında sanal gerçeklik teknolojisi kullanılarak gerçekleştirilmiş araştırmaların incelenmesi ve dil öğretimine yansımalarının tespit edilmesidir. Nitel araştırmanın doğasına uygun olarak yürütülen bu araştırmada verilerin toplanması için doküman analizi tekniği kullanılmıştır. Veriler, Web of Science’da taranan ve dil öğretiminde sanal gerçeklik uygulamalarının kullanıldığı makaleler incelenerek elde edilmiştir. Yapılan içerik analizi sonucunda, incelenen makalelerde örneklem olarak en çok lise ve lisans düzeyinde öğrenim gören öğrencilerin tercih edildiği görülmüştür. Bunun yanında araştırmaların önemli bir kısmı İngilizcenin ve Çincenin öğretimine yönelik gerçekleştirilmiştir. Ayrıca araştırmalarda en çok yazma becerisi ve kelime öğretimine odaklanıldığı tespit edilmiştir.İlgili araştırmaların sonuçları incelendiğinde okuma becerisi bağlamında olumsuz sonuçların daha fazla olduğu görülmüştür. Buna karşın dinleme becerisi, konuşma becerisi, yazma becerisi, dil bilgisi öğretimi ve kelime öğretimine yönelik yapılan araştırmalarda sanal gerçeklik destekli etkinliklerin olumlu sonuçlar ortaya çıkardığı tespit edilmiştir. Elde edilen sonuçlar farklı indekslerde taranan makalelerin sonuçlarıyla beraber tartışılmış ve çeşitli öneriler sunulmuştur.

Keywords

Dil öğretimi, Türkçe eğitimi, eğitimde teknoloji kullanımı, sanal gerçeklik

References

• Acar. A. ve Cavas, B. (2020). The effect of virtual reality enhanced learning environment on the 7th-grade students reading and writing skills in English. MOJES: Malaysian Online Journal of Educational Sciences, 8(4), 22-33.
• Adams Becker, S., Freeman, A., Giesinger Hall, C., Cummins, M. & Yuhnke, B. (2016, December). NMC/CoSN Horizon, K-12 edition. Austin, Texas: The New Media Consortium. https://www.learntechlib.org/p/173568/.
• Akkaya, N. ve Şengül, L. (2022). Metaverse ve dil eğitimi. Eğitim ve Yeni Yaklaşımlar Dergisi, 5(2), 314-326. doi: 10.52974/jena.1194504
• Alemi, M., & Khatoony, S. (2020). Virtual reality assisted pronunciation training (VRAPT) for young EFL learners. Teaching English with Technology, 20(4), 59-81.
• Alfadil, M. (2020). Effectiveness of virtual reality game in foreign language vocabulary acquisition. Computers & Education, 153, 103893.
• Andika, Y., Ekowati, S. H., Ismail, S., & Hierro, I. A. (2022). Need an analysis of virtual reality-based learning media for French listening skills of DELF A1. KEMBARA:Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya, 8(1), 37-50. https://doi.org/10.22219/kembara.v8i1.20024
• Baceviciute, S., Terkildsen, T., & Makransky, G. (2021). Remediating learning from non-immersive to immersive media: Using EEG to investigate the effects of environmental embeddedness on reading in Virtual Reality. Computers & Education, 164, 104122.
• Birinci, F. G. (2020). Yabancı dil olarak Türkçe öğretiminde kullanılan bilişim teknolojileri üzerine bir inceleme. Sakarya University Journal of Education, 10(2), 350-371.
• Blyth, C. (2018). Immersive technologies and language learning. Foreign Language Annals, 51(1), 225-232.
• Boetje, J., & Van Ginkel, S. (2021). The added benefit of an extra practice session in virtual reality on the development of presentation skills: A randomized control trial. Journal of Computer Assisted Learning, 37(1), 253-264.
• Bonner, E., & Reinders, H. (2018). Augmented and virtual reality in the language classroom: Practical ideas. Teaching English with Technology, 18(3), 33-53.
• Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. doi: 10.3316/QRJ0902027.
• Chen, B., Wang, Y., & Wang, L. (2022). The effects of virtual reality-assisted language learning: a meta-analysis. Sustainability, 14(6), 3147.
• Chen, C. H., Hung, H. T., & Yeh, H. C. (2021). Virtual reality in problem‐based learning contexts: Effects on the problem‐solving performance, vocabulary acquisition and motivation of English language learners. Journal of Computer Assisted Learning, 37(3), 851-860.
• Chen, M., Chai, C. S., Jong, M. S. Y., & Chao, G. C. N. (2021). Modeling learners’ self-concept in Chinese descriptive writing based on the affordances of a virtual reality-supported environment. Education and Information Technologies, 26(5), 6013-6032.
• Chen, M., Chai, C. S., Jong, M. S. Y., & Jiang, M. Y. C. (2021). Teachers’ conceptions of teaching Chinese descriptive composition with interactive spherical video-based virtual reality. Frontiers in Psychology, 12, 591-708.
• Chen, Y. L. (2016). The effects of virtual reality learning environment on student cognitive and linguistic development. The Asia-Pacific Education Researcher, 25(4), 637-646.
• Chen, Y. L., & Hsu, C. C. (2020). Self-regulated mobile game-based English learning in a virtual reality environment. Computers & Education, 154, 103-910.
• Chien, S. Y., Hwang, G. J., & Jong, M. S. Y. (2020). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions. Computers & Education, 146, 103-751.
• Çetinkaya Özdemir, E. ve Akyol, H. (2021). Effect of augmented reality-based reading activities on some reading variables and participation in class. International Journal of Progressive Education, 17(4), 135-154.
• Demir, C. ve Yapıcı, M. (2007). Anadili olan Türkçenin öğretimi ve sorunları. Sosyal Bilimler Dergisi. 9(2), 177-192.
• Dreher, C., Reiners, T., Dreher, N., & Dreher, H. (2009). Virtual worlds as a context suited for information systems education: Discussion of pedagogical experience and curriculum design with reference to Secon Life. Journal of Information Systems Education, 20(2), 211–224.
• Ebadi, S., & Ebadijalal, M. (2022). The effect of Google Expeditions virtual reality on EFL learners’ willingness to communicate and oral proficiency. Computer Assisted Language Learning, 35(8), 1975-2000.
• Er, O. ve Alyılmaz, S. (2022). Web 2.0 araçları ile kültür destekli yabancı dil olarak Türkçe öğretimi. İzmir: Duvar Yayınları.
• Er, O. ve Sarıtiken, H. (2022). Perceptions of middle school Turkish language teachers on using e-learning tools in grammar teaching. International Journal of Education and Literacy Studies, 10(4), 9-18.
• Ertmer, P., & Newby, T. (2013). Behaviorism, cognitivism, and constructivism: Connecting yesterday theories to today's contexts. Performance Improvement Quarterly, 65-71.
• Flores-Gallegos, R., Rodríguez-Leis, P., & Fernández, T. (2022). Effects of a virtual reality training program on visual attention and motor performance in children with reading learning disability. International Journal of Child-Computer Interaction, 32, 100-394.
• Frisby, B. N., Kaufmann, R., Vallade, J. I., Frey, T. K., & Martin, J. C. (2020). Using virtual reality for speech rehearsals: An innovative instructor approach to enhance student public speaking efficacy. Basic Communication Course Annual, 32(1), 6.
• Fuhrman, O., Eckerling, A., Friedmann, N., Tarrasch, R., & Raz, G. (2021). The moving learner: Object manipulation in virtual reality improves vocabulary learning. Journal of Computer Assisted Learning, 37(3), 672-683.
• Gómez, S. A. (2020). Games and gamification in the classroom. İçinde Radical Solutions and eLearning. 101-115. Springer, Singapore.
• Hamilton, D., McKechnie, J., Edgerton, E., & Wilson, C. (2020). Immersive virtual reality as a pedagogical tool in education: A systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education, 8, 1–32. https://doi.org/10.1007/ s40692-020-00169-2
• Hassani, K., Nahvi, A., & Ahmadi, A. (2016). Design and implementation of an intelligent virtual environment for improving speaking and listening skills. Interactive Learning Environments, 24(1), 252-271.
• Huang, H. L., Hwang, G. J., & Chang, C. Y. (2020). Learning to be a writer: A spherical video‐based virtual reality approach to supporting descriptive article writing in high school Chinese courses. British Journal of Educational Technology, 51(4), 1386-1405.
• Huang, X., Zou, D., Cheng, G., & Xie, H. (2021). A systematic review of AR and VR enhanced language learning. Sustainability, 13(9), 46-39.
• Khodabandeh, F. (2022). Exploring the applicability of virtual reality-enhanced education on extrovert and introvert EFL learners’ paragraph writing. International Journal of Educational Technology in Higher Education, 19(1), 1-21.
• Kirner, C., & Kirner, T. G. (2011). Evolução e tendências da Realidade Virtual e da Realidade Aumentada. Realidade Virtual e Aumentada: Aplicações e Tendências. Cap, 1, 10-25.
• Kocaman Karoğlu, A., Bal-Çetinkaya, K., & Çimşir, E. (2020). Toplum 5.0 sürecinde Türkiye’de eğitimde dijital dönüşüm. Üniversite Araştırmaları Dergisi, 3(3), 147-158.
• Kurniawati, N., Sofarini, A., Maolida, E. H., & Jatmika, R. T. D. (2022). The praxis of integrating virtual reality into vocabulary teaching to young learners. English Review: Journal of English Education, 10(2), 371-380.
• Kurudayıoğlu, M. ve Çetin, Ö. (2015). Temel beceriler ve Türkçe öğretimi. Ana Dili Eğitimi Dergisi, 3(3), 1-19. DOI: 10.16916/aded.65619
• Lai, K. W. K., & Chen, H. J. H. (2021). A comparative study on the effects of a VR and PC visual novel game on vocabulary learning. Computer Assisted Language Learning, 1-34.
• Lamb, R. L., Etopio, E., Hand, B., & Yoon, S. Y. (2019). Virtual reality simulation: Effects on academic performance within two domains of writing in science. Journal of Science Education and Technology, 28(4), 371-381.
• Lear, C. A. (2020). The use of virtual reality to reduce L2 speaking anxiety. 名古屋外国語大学論集= Bulletin of Nagoya University of Foreign Studies, 6, 147-169.
• Legault, J., Zhao, J., Chi, Y. A., Chen, W., Klippel, A., & Li, P. (2019). Immersive virtual reality as an effective tool for second language vocabulary learning. Languages, 4(13), 1-32. https://doi.org/10.3390/languages4010013
• Liu, X., Yan, N., Wang, L., Wu, X., & Ng, M. L. (2013, August). An interactive speech training system with virtual reality articulation for Mandarin-speaking hearing impaired children. In 2013 IEEE International Conference on Information and Automation (ICIA) (pp. 191-196), Shenzhen, China.
• Madini, A. A., & Alshaikhi, D. (2017). Virtual reality for teaching ESP vocabulary: A myth or a possibility. International Journal of English Language Education, 5(2), 111-126. https://doi.org/10.5296/ijele.v5i2.11993
• MEB (2022, Aralık). Eğitimde FATİH projesi hakkında. http://fatihprojesi.meb.gov.tr/about.html
• Mirault, J., Guerre-Genton, A., Dufau, S., & Grainger, J. (2020). Using virtual reality to study reading: An eye-tracking investigation of transposed-word effects. Methods in Psychology, 3, 100-129.
• Mohamed, H. A., Saleh, E. S. A. D., Ahmad, E. S., & Al-Tonsi, H. G. (2022). The effect of virtual reality in developing al-Azhar secondary stage students' EFL writing skills. Journal of Positive School Psychology, 6(7), 4349-4365.
• Monteiro, A. M. V., & Ribeiro, P. N. D. S. (2020). Virtual reality in English vocabulary teaching: an exploratory study on affect in the use of technology. Trabalhos em Linguística Aplicada, 59, 1310-1338.
• Palmas, F., Cichor, J., Plecher, D. A., & Klinker, G. (2019). Acceptance and effectiveness of a virtual reality public speaking training. In 2019 IEEE International Symposium on Mixed and Augmented Reality (ISMAR). Beijing, China. 363-371.
• Palmeira, E. G. Q., Saint Martin, V. B., Gonçalves, V. B., Moraes, Í. A., Júnior, E. A. L., & Cardoso, A. (2020). The use of immersive virtual reality for vocabulary acquisition: A systematic literature review. Anais do XXXI Simpósio Brasileiro de Informática na Educação, 532-541.
• Papanastasiou, G., Drigas, A., Skianis, C., Lytras, M., & Papanastasiou, E. (2019). Virtual and augmented reality effects on K-12, higher and tertiary education students’ twenty-first-century skills. Virtual Reality, 23(4), 425-436.
• Patera, M., Draper, S., & Naef, M. (2008). Exploring magic cottage: A virtual reality environment for stimulating children's imaginative writing. Interactive Learning Environments, 16(3), 245-263.
• Peeters, D. (2019). Virtual reality: A game-changing method for the language sciences. Psychonomic Bulletin & Review, 26(3), 894-900.
• Peterson, M., White, J., Mirzaei, M. S., & Wang, Q. (2022). A review of research on the application of digital games in foreign language education. Research Anthology on Developments in Gamification and Game-Based Learning, 1948-1971.
• Pilancı, H., Çalışkan, H., Aydın, C. H., Söker, N., & Saltık, O. (2015). Uzaktan Türkçe öğretim programı (Tsp): hazırlık, uygulama, sorunlar ve çözümler. Turkish Studies, 10(11), 1277-1296.
• Pilgrim, J. M., & Pilgrim, J. (2016). The use of virtual reality tools in the reading-language arts classroom. Texas Journal of Literacy Education, 4(2), 90-97.
• Pinto, R. D., Peixoto, B., Melo, M., Cabral, L., & Bessa, M. (2021). Foreign language learning gamification using virtual reality—a systematic review of empirical research. Education Sciences, 11(5), 222.
• Rau, P. L. P., Zheng, J., Guo, Z., & Li, J. (2018). Speed reading on virtual reality and augmented reality. Computers & Education, 125, 240-245.
• Shin, D. H. (2018). Empathy and embodied experience in virtual environment: To what extent can virtual reality stimulate empathy and embodied experience?. Computers in Human Behavior, 78, 64–73.
• Smith, B., & González-Lloret, M. (2021). Technology-mediated task-based language teaching: A research agenda. Language Teaching, 54(4), 518-534.
• Song, Y., Wen, Y., Yang, Y., & Cao, J. (2022). Developing a ‘Virtual Go mode on a mobile app to enhance primary students’ vocabulary learning engagement: an exploratory study. Innovation in Language Learning and Teaching, 1-10.
• Sunarti, Widyatmoko, T., & Bukhori, H. A. (2021). An experimental approach in implementation of virtual reality for improving psychomotor skill in listening course.In International Seminar on Language, Education, and Culture (ISoLEC 2021) (pp. 298-302). Atlantis Press. https://doi.org/10.2991/assehr.k.211212.056
• Sülter, R. E., Ketelaar, P. E., & Lange, W. G. (2022). SpeakApp-Kids! Virtual reality training to reduce fear of public speaking in children–A proof of concept. Computers & Education, 178, 104-384.
• Tai, T. Y. (2022). Impact of mobile virtual reality on EFL learners’ listening comprehension. Language Learning & Technology, 26(1), 1-23.
• Tai, T. Y., & Chen, H. H. J. (2021). The impact of immersive virtual reality on EFL learners’ listening comprehension. Journal of Educational Computing Research, 59(7), 1272-1293.
• Tai, T. Y., Chen, H. H. J., & Todd, G. (2022). The impact of a virtual reality app on adolescent EFL learners’ vocabulary learning. Computer Assisted Language Learning, 35(4), 892-917. https://doi.org/10.1080/09588221.2020.1752735
• Tsai, C. C. (2020). The effects of augmented reality to motivation and performance in EFL vocabulary learning. International Journal of Instruction, 13(4), 987-1000.
• Turhan, O. ve Baş, B. (2017). Yabancılara Türkçe öğretiminde yazma becerisine yönelik Web 2.0 araçları: poll everywhere örneği. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(3), 1233-1248.
• Van Ginkel, S., Ruiz, D., Mononen, A., Karaman, C., de Keijzer, A., & Sitthiworachart, J. (2020). The impact of computer‐mediated immediate feedback on developing oral presentation skills: An exploratory study in virtual reality. Journal of Computer Assisted Learning, 36(3), 412-422.
• Vázquez, C., Xia, L., Aikawa, T., & Maes, P. (2018, July). Words in motion: Kinesthetic language learning in virtual reality. In 2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT), IEEE, 272-276.
• Virgiawan, M., Suryani, N., & Sutimin, L. A. (2020). The effectiveness of guided writing combined with virtual reality video as teaching media on students’ writing achievement. International Journal of Linguistics, Literature and Translation, 3(10), 41-47.
• Wang, C., Lan, Y., Tseng, W., Lin, Y. R. & Gupta, K. C. (2019). On the effects of 3D virtual worlds in language learning – a meta-analysis, Computer Assisted Language Learning, 33(8), 891-915. doi: 10.1080/09588221.2019.1598444
• Xie, Y., Ryder, L., & Chen, Y. (2019). Using interactive virtual reality tools in an advanced Chinese language class: a case study. TechTrends, 63(3), 251-259.
• Yang, G., Chen, Y. T., Zheng, X. L., & Hwang, G. J. (2021). From experiencing to expressing: A virtual reality approach to facilitating pupils’ descriptive paper writing performance and learning behavior engagement. British Journal of Educational Technology, 52(2), 807-823.
• Yang, J. C., Chen, C. H., & Chang Jeng, M. (2010). Integrating video-capture virtual reality technology into a physically interactive learning environment for English learning. Computers & Education, 55(3), 1346–1356.
• Zhang, R., & Zou, D. (2020). Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning. Computer Assisted Language Learning, 35(4), 696-742.