Integration of Virtual Reality (VR) Technology into Vocabulary Teaching in Primary School English Lessons

Year 2022, Volume: 18 Issue: 2, 85 - 94, 31.12.2022

Emre Uygun , Derya Girgin

https://doi.org/10.17244/eku.1175087

Cited By: 1

Abstract

Language consists of words, so it is important to increase the level of vocabulary in any foreign language learning to a certain extent in order to be able to communicate in that language. As for VR, it is seen that this technology is a new research field in education, the use of which in language teaching is closely related to the principle of proximity to life, one of teaching principles. While learning a foreign language, learners should experience situational learning experiences, recognize real-life contexts, and be able to use the language communicatively in these environments, which is a difficult goal to be attained by 2nd-grade primary school students who have not yet reached full proficiency in their native language but started learning a foreign one. In this direction, this study, a pre-test – post-test research with the control group, examined VR’s effect on vocabulary levels and student engagement. The study was conducted in the English lessons of 2nd-grade students from six of the state primary schools in the central district of Çanakkale, Turkey. The results indicated that instruction with VR did not show any significant difference in vocabulary levels compared to current teaching method but encouraged more student engagement in the classroom. Although more extensive research into the topic is essential, it is hoped that the study will shed light on future research on the use of VR technology, which still has leeway to progress and may form the basis of future education in the coming years.

Keywords

Innovation in language teaching, foreign language learning, teaching English to young learners, virtual reality, vocabulary teaching

Supporting Institution

TÜBİTAK 2209-A Üniversite Öğrencileri Araştırma projeleri Desteği Programı -2209-A University Students Research Projects Support Program

Project Number

1919B012101285

Thanks

This paper was a product of a research project that was funded within the scope of a program, “2209-A University Students Research Projects Support Program” by Scientific and Technological Council of Turkey (TUBITAK). In TUBITAK’s system, the identification number of the project is 1919B012101285.

Sanal Gerçeklik (VR) Teknolojisinin İlkokul İngilizce Derslerinde Kelime Bilgisi Öğretimine Entegrasyonu

Abstract

Dil kelimelerden oluşur ve bu nedenle herhangi bir yabancı dilin öğreniminde o dilde iletişim kurabilmek için kelime dağarcığını belirli bir ölçüde artırmak önemlidir. Sanal gerçekliğe (VR) gelince, bu teknolojinin eğitimde yeni bir araştırma alanı olduğu ve dil öğretiminde kullanımının öğretim ilkelerinden biri olan hayata yakınlık ilkesiyle yakından ilişkili olduğu görülmektedir. Yabancı dil öğrenirken, öğrencilerin durumsal öğrenme deneyimlerini yaşamaları, gerçek yaşam bağlamlarını tanımaları ve dili bu ortamlarda iletişimsel olarak kullanabilmeleri gerekir ki bu, henüz kendi ana dillerinde tam yeterlik sağlayamamış ancak yabancı bir dil öğrenmeye başlamış olan ilkokul 2. sınıf öğrencilerinin ulaşması zor bir hedeftir. Bu doğrultuda, kontrol gruplu bir ön test – son test araştırması olan bu çalışma, sanal gerçekliğin kelime bilgisi seviyelerine ve öğrenci katılımına etkisini incelemiştir. Araştırma Çanakkale ilinin Merkez ilçesinde bulunan 6 devlet ilköğretim okulunun 2. sınıf öğrencilerinin İngilizce derslerinde gerçekleştirilmiştir. Sonuçlar, VR ile öğretimin, geleneksel öğretime kıyasla kelime seviyelerinde önemli bir fark göstermediğini, ancak öğrencilerin derslere katılımını teşvik ettiğini göstermiştir. Konuyla ilgili daha kapsamlı çalışmaların yürütülmesi gerekli olsa da mevcut çalışma, hâlâ gelişmekte olan ve eğitimin temelini oluşturabilme potansiyeli bulunan VR teknolojisinin kullanımı için gelecekteki araştırmalara ışık tutacaktır.

Keywords

Çocuklara İngilizce öğretimi, dil öğretiminde yenilik, kelime bilgisi öğretimi, sanal gerçeklik, yabancı dil öğrenimi

Project Number

1919B012101285

References

• Bardakçı, M. (2011). Teaching young learners English through language teaching materials. Humanities Sciences, 6(2), 289-295.
• Berns, A., & Reyes-Sánchez, S. (2021). A review of virtual reality-based language learning apps. RIED. Revista Iberoamericana de Educación a Distancia, 24(1), pp. 159-177.
• Boyraz, S. (2019). Verilerin analizi. In G. Ocak (Ed.), Eğitimde Bilimsel Araştırma Yöntemleri (pp. 274-316). Ankara: Pegem Akademi.
• Brockwell, H. (2016). Forgotten genius: the man who made a working VR machine in 1957. TechRadar. https://www.techradar.com/news/wearables/forgotten-genius-the-man-who-made-a-working-vr-machine-in-1957-1318253/2
• Cesur, K. (2020). Tenten 4 Kids: Fun activities for starters. İstanbul, Turkey: YDS Publishing.
• Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). London and New York, NY: Routledge Falmer.
• Daugherty, P. (2018). Extended reality: The end of distance. Accenture. Retrieved February 16, 2022, from https://www.accenture.com/us-en/insight-xr-extended-reality
• Demir, B., & Özdemir, M. (2019). Investigating augmented reality materials designed in different modalities for vocabulary learning with reference to redundancy principle. In 13th International Computer and Instructional Technology Symposium (ICITS 2019) (pp. 574–584). Kırşehir, Turkey.
• Dimitrov, D. M., & Rumrill, P. D. (2003). Pretest-posttest designs and measurement of change. Work, 20(2), 159-165.
• Dolgunsöz, E., Yildirim, G & Yildirim, S. (2018). The effect of virtual reality on EFL writing performance. Journal of Language and Linguistic Studies, 14(1), 278-292.
• Erbas, C. & Atherton, S. (2020). A content analysis of augmented reality studies published in 2017. Journal of Learning and Teaching in Digital Age, 5(1), 7-15.
• Firth, N. (2013, June 19). Virtual reality: Meet founding father Jaron Lanier. New Scientist. https://www.newscientist.com/article/mg21829226-000-virtual-reality-meet-founding-father-jaron-lanier/
• Folse, K. S. (2004). Vocabulary myths: Applying second language research to classroom teaching. University of Michigan Press.
• Ghazal, L. (2007). Learning vocabulary in EFL context through vocabulary learning strategies, NOVITAS-ROYAL, 1(2), 1307-4733.
• Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis. Cengage Learning, EMEA.
• Hecht, J. (2016). Optical dreams, virtual reality. Optics and Photonics News, 27(6), 24.
• Kantowitz, B. H. (1987). Mental workload. In P. A. Hancock (Ed.), Human factors psychology (pp. 81–121). Amsterdam: North-Holland.
• Kaplan-Rakowski, R., & Wojdynski, T. (2018). Students’ attitudes toward high-immersion virtual reality assisted language learning. In P. Taalas, J. Jalkanen, L. Bradley & S. Thouësny (Eds), Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018 (pp. 124-129).
• Kök, I., & Canbay, O. (2011). An experimental study on the vocabulary level and vocabulary consolidation strategies. Procedia – Social and Behavioral Sciences, 15, 891-894.
• Krashen, S. (1977). The monitor model for adult second language performance. In M. Burt, H. Dulay and M. Finocchiaro (Eds.), Viewpoints on English as a second language, (pp. 152–161). New York: Regents.
• Lin, G. H. C. (2008). Pedagogies proving Krashen’s theory of affective filter. Hwa Kang Journal of English Language & Literature, 14, 113–131.
• LSU Online. (2020, June 19). How virtual reality is changing education. LSU Online. https://online.lsu.edu/newsroom/articles/how-virtual-reality-changing-education/
• Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge: Cambridge University Press.
• McCarthy, M. (1990). Vocabulary. Oxford: Oxford University Press.
• McCormick, K., Salcedo, J., & Poh, A. (2015). SPSS statistics for dummies (3rd ed.). Hoboken, NJ: Wiley.
• McMillan, J. H., & Schumacher, S. (2001). Research in education. United States: Priscilla McGehon.
• Meara, P. (1980). Vocabulary acquisition: A neglected aspect of language learning. Language Teaching and Linguistics, 13, 221-246.
• Milli Eğitim Bakanlığı [MEB]. (2018). İlköğretim İngilizce dersi öğretim programı: 2-8. sınıflar. Ankara: MEB.
• Moreno, R., & Park, B. (2010). Cognitive load theory: Historical development and relation to other theories. In J. L. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive Load Theory (pp. 9-28). Cambridge: Cambridge University Press.
• Mutlu-Bayraktar, D., Coşgun, V., & Altan, T. (2019). Cognitive load in multimedia learning environments: A systematic review. Computers & Education, 103618.
• Nation, I.S.P. (1990). Teaching and learning vocabulary. Boston: Heinle & Heinle Publishers.
• Nation, I.S.P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
• Ocak, G. (2019). Bilimsel araştırmalarda kullanılan veri toplama yolları. In G. Ocak (Ed.), Eğitimde Bilimsel Araştırma Yöntemleri (pp. 218-268). Ankara: Pegem Akademi.
• Ölmez-Çağlar, F. & Saka, O. F. (2020). Perceived importance, use and instruction of vocabulary learning strategies from students’ and teachers’ perspectives. Bartın University Journal of Faculty of Education, 9(2), 200-216.
• Özerbaş, M. A., & Kılıç, T. B. (2017). The effects of using learning objects on the students’ achievement, motivation and persistence in mathematics teaching. Kastamonu Eğitim Dergisi, 25(3), 975-992.
• Pan, Q., & Xu, R. (2011). Vocabulary teaching in English language teaching. Theory and Practice in Language Studies, 1(11), 1586-1589.
• Richards, J. C. (1976). The role of vocabulary teaching. TESOL Quarterly, 10(1), 77-89.
• Sarıgül, E. (2017). Yabancı dil öğretiminde sözcük öğrenimi ve öğretimi sürecine genel bir bakış. The Journal of Academic Social Science Studies, 1(54), 91-104.
• Saygın, M. & Karakaş, H. (2021). The effect of social skills-based activities on primary school students' critical thinking and empathic tendencies. International Journal of Curriculum and Instruction, 13(3), 2789-2812.
• Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press, Cambridge.
• Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Basingstoke, UK: Palgrave Macmillan.
• Krashen, S. (1977). Some issues relating to the monitor model. In H. Brown, C. Yorio, R. Crymes (Eds.). Teaching and learning English as a second language: Trends in research and practice (pp. 144-158). Teachers of English to Speakers of Other Languages.
• Takkaç-Tulgar, A. (2019). In between reality and virtuality: Augmented reality in teaching English to young learners. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 41, 356-364.
• The Board of Trustees of the University of Illinois. [TBOTUI] (1995). Virtual Reality: History. Illinois National Center for Supercomputing Applications. https://web.archive.org/web/20150821054144/http://archive.ncsa.illinois.edu/Cyberia/VETopLevels/VR.History.html
• Wilkins, D. (1987). Linguistics in language teaching. London: Edward Arnold.
• Yuca, E. (2018). Vocabulary teaching in English as a foreign language in Turkey. Journal of Bitlis Eren University Institute of Social Sciences, 7(2), 907-924.
• Zhan, T., Lee, Y.-H., & Wu, S.-T. (2018). High-resolution additive light field near-eye display by switchable Pancharatnam–Berry phase lenses. Optics Express, 26(4), 4863, https://doi.org/10.1364/oe.26.004863