Evaluating Virtual Reality as Environment for Adults’Second Language Learning: A Literature Review
Abstract
Linguistic environments have always been considered as an important factor in second language acquisition. According to Ortega (2009), “the five environmental ingredients that together contribute to (but do not guarantee) optimal L2 learning are: acculturated attitudes, comprehensible input, negotiated interaction, pushed output, and a capacity, natural or cultivated, to attend to the language code, not just the messageâ€.(p. 79)[1] Unfortunately, these ideal language learning conditions are not always readily available to SLLs. On the other hand, the rapid development and popularization of computer-assessed language teaching (CALL) and multimedia language environments have led to great attention in language learning in Virtual reality environments (VRE) in the past few years. Virtual reality (VR) is defined as a system designed to bring a simulated real-life experience, providing terrain and physical effects to give users an immersive feel. Because of its function, VR is being rapidly introduced by researchers and educational practitioners to promote a real, immersive learning environment that allows them to continually explore the possibilities and effects of its application in second language learning.References
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