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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
FullText Links:
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  Data: Combining Immersive Virtual Reality with CLIL and TPR to Enhance English as Foreign Language Learners' Language Acquisition
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  Data: <searchLink fieldCode="AR" term="%22Chiu-Jung+Chen%22">Chiu-Jung Chen</searchLink><br /><searchLink fieldCode="AR" term="%22Pei-Lin+Liu%22">Pei-Lin Liu</searchLink>
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  Data: 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/
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  Data: 1176-3647<br />1436-4522
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  Data: 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).
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        Value: 10.30191/ETS.202501_28(1).SP05
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      – Text: English
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    Subjects:
      – SubjectFull: Computer Simulation
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Teaching Methods
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Language Proficiency
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Vocabulary Development
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      – SubjectFull: Learning Activities
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      – SubjectFull: Foreign Countries
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