Exploring the effectiveness of Virtual Reality in teaching Maltese

Abstract

Virtual Reality (VR) has gained popularity in education, but its potential in language learning, specifically for teaching a minor language like Maltese, has been understudied. To address this gap, a mixed-methods study was conducted to explore the effectiveness of VR in language learning and identify the advantages and challenges of teaching Maltese as a second language (ML2) with a focus on improving language skills. Qualitative research involved a focus group, while quantitative analysis utilized an online survey with a Likert scale and 25 Maltese teachers as participants. The results revealed that younger respondents were more inclined to believe in the significant impact of VR on improving learning outcomes compared to older respondents. VR was found to effectively engage students in immersive environments and enhance the learning context with entertainment features. However, challenges related to costs, bulky headsets, and technical issues were also uncovered. Although VR tools are not currently utilized in teaching Maltese, this research explored their potential effectiveness in ML2 instruction and provided suggestions for effective integration into language teaching. The findings provide quantitative evidence supporting the effectiveness of VR tools in education and their potential to facilitate ML2 learning. Most participants expressed a positive perception, emphasizing the importance of integrating VR technology into Maltese teaching practices to create more engaging and immersive learning experiences for ML2 learners.