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Potential of Social VR for Learning Spanish Conversation Opening and Closing.

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Title: Potential of Social VR for Learning Spanish Conversation Opening and Closing.
Authors: Taguchi, Naoko1 (AUTHOR) naoko.taguchi@nau.edu, Hanks, Elizabeth2 (AUTHOR)
Source: CALICO Journal. 2025, Vol. 42 Issue 2, p191-214. 24p.
Subject Terms: *Communicative competence, *Second language acquisition, *Educational technology, Spanish language, Virtual reality, Shared virtual environments, Immersive design
Abstract: High-immersion virtual reality (VR) has gained much interest in recent years as a promising technology for creating a productive L2 learning environment. Yet, research documenting L2 learners' interaction abilities in a social VR space is still limited. To fill this gap, this preliminary study assessed L2 Spanish learners' development in conversation opening and closing in social VR. Twenty-six beginning-level Spanish learners in a US university engaged in four social VR sessions over a 2-week period. They completed a survey assessing their knowledge of Spanish conversation opening and closing expressions prior to and after the VR sessions. In addition, the participants' performance in conversation opening and closing was evaluated using a rubric. The survey results showed that the participants reported a greater variety of opening and closing expressions after their VR sessions. Their performance data also demonstrated some improvement from their first and last VR sessions. [ABSTRACT FROM AUTHOR]
Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Potential of Social VR for Learning Spanish Conversation Opening and Closing.
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  Data: <searchLink fieldCode="AR" term="%22Taguchi%2C+Naoko%22">Taguchi, Naoko</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> naoko.taguchi@nau.edu</i><br /><searchLink fieldCode="AR" term="%22Hanks%2C+Elizabeth%22">Hanks, Elizabeth</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22CALICO+Journal%22">CALICO Journal</searchLink>. 2025, Vol. 42 Issue 2, p191-214. 24p.
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  Data: *<searchLink fieldCode="DE" term="%22Communicative+competence%22">Communicative competence</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish+language%22">Spanish language</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+reality%22">Virtual reality</searchLink><br /><searchLink fieldCode="DE" term="%22Shared+virtual+environments%22">Shared virtual environments</searchLink><br /><searchLink fieldCode="DE" term="%22Immersive+design%22">Immersive design</searchLink>
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  Data: High-immersion virtual reality (VR) has gained much interest in recent years as a promising technology for creating a productive L2 learning environment. Yet, research documenting L2 learners' interaction abilities in a social VR space is still limited. To fill this gap, this preliminary study assessed L2 Spanish learners' development in conversation opening and closing in social VR. Twenty-six beginning-level Spanish learners in a US university engaged in four social VR sessions over a 2-week period. They completed a survey assessing their knowledge of Spanish conversation opening and closing expressions prior to and after the VR sessions. In addition, the participants' performance in conversation opening and closing was evaluated using a rubric. The survey results showed that the participants reported a greater variety of opening and closing expressions after their VR sessions. Their performance data also demonstrated some improvement from their first and last VR sessions. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.3138/calico-2024-0019
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        Text: English
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        Type: general
      – SubjectFull: Second language acquisition
        Type: general
      – SubjectFull: Educational technology
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      – SubjectFull: Spanish language
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              Text: 2025
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