Combining Immersive Virtual Reality with CLIL and TPR to Enhance English as Foreign Language Learners' Language Acquisition
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| Title: | Combining Immersive Virtual Reality with CLIL and TPR to Enhance English as Foreign Language Learners' Language Acquisition |
|---|---|
| Language: | English |
| Authors: | Chiu-Jung Chen, Pei-Lin Liu |
| Source: | Educational Technology & Society. 2025 28(1):383-396. |
| Availability: | International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education |
| Descriptors: | Computer Simulation, Second Language Learning, Teaching Methods, English (Second Language), Language Proficiency, Technology Uses in Education, Instructional Effectiveness, Elementary School Students, Vocabulary Development, Learning Activities, Foreign Countries, Academic Achievement |
| Geographic Terms: | Taiwan |
| DOI: | 10.30191/ETS.202501_28(1).SP05 |
| ISSN: | 1176-3647 1436-4522 |
| Abstract: | This research examined the possibility of using Immersive Virtual Reality (IVR), Content and Language Integrated Learning (CLIL), and Total Physical Response (TPR) as a new method of teaching English as a Foreign Language (EFL) students. This study sought to explore the potential benefits of this integration of methodologies in order to facilitate students' language learning experience through the use of interactive, context-embedded activities. It was a quasi-experimental design with a population of 130 elementary students divided into an experimental group, which used the IVR-based method, and a control group, which used the traditional approach. It turns out that the experimental group of students acquired significantly more vocabulary and sentences than the control group. The integration of IVR with CLIL and TPR creates a multisensory learning environment and increases the retention and understanding of a language. This study shows that IVR could be utilized as a language-learning tool. This paper proposes a theoretical model created using Mayer's Cognitive Theory of Multimedia Learning and Embodied Cognition Theory to help explain this approach's cognitive benefits. More research should focus on long-term effects and generalizability to other educational environments (IVR). |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1462630 |
| Database: | ERIC |
| Abstract: | This research examined the possibility of using Immersive Virtual Reality (IVR), Content and Language Integrated Learning (CLIL), and Total Physical Response (TPR) as a new method of teaching English as a Foreign Language (EFL) students. This study sought to explore the potential benefits of this integration of methodologies in order to facilitate students' language learning experience through the use of interactive, context-embedded activities. It was a quasi-experimental design with a population of 130 elementary students divided into an experimental group, which used the IVR-based method, and a control group, which used the traditional approach. It turns out that the experimental group of students acquired significantly more vocabulary and sentences than the control group. The integration of IVR with CLIL and TPR creates a multisensory learning environment and increases the retention and understanding of a language. This study shows that IVR could be utilized as a language-learning tool. This paper proposes a theoretical model created using Mayer's Cognitive Theory of Multimedia Learning and Embodied Cognition Theory to help explain this approach's cognitive benefits. More research should focus on long-term effects and generalizability to other educational environments (IVR). |
|---|---|
| ISSN: | 1176-3647 1436-4522 |
| DOI: | 10.30191/ETS.202501_28(1).SP05 |
