Abstract
As is indicated by the United Nation’s Sustainable Development Goal 4, it is crucial to have access to inclusive and quality education for all. For English as a Foreign Language (EFL) learners, reading English is a basic skill for learners to acquire and exchange information and to have lifelong learning experiences. To provide a vivid EFL learning environment, a visual prompt scaffolding-based VR (VPS-VR) approach was proposed to enhance students’ reading comprehension skills. To investigate the effectiveness of the proposed approach, an experiment was conducted in an English reading course at a Chinese university. Students from experimental group A (N = 31) learned with the VPS-VR approach, experimental group B (N = 32) learned with the virtual reality (VR) approach, and the control group learned with the traditional instruction (TI) approach. The results revealed the positive effects of the VPS-VR approach on students’ EFL reading comprehension, learning motivation, and English learning anxiety. Furthermore, it was also found that experimental students’ lower-level skills of reading comprehension, such as information location and text comprehension, were significantly improved, rather than the higher-level skills of reflection and evaluation. Fifteen students participated in interviews, and their learning experience and technology acceptance are also discussed.
Highlights
IntroductionIn light of recent globalization, scholars have repeatedly indicated that it is important to equip learners with an awareness of lifelong learning in a sustainable development society [1,2]
Introduction published maps and institutional affilIn light of recent globalization, scholars have repeatedly indicated that it is important to equip learners with an awareness of lifelong learning in a sustainable development society [1,2]
The least significant difference (LSD) test revealed that the reading scores of experimental group A were significantly higher than those of experimental group B
Summary
In light of recent globalization, scholars have repeatedly indicated that it is important to equip learners with an awareness of lifelong learning in a sustainable development society [1,2]. As indicated by Sustainable Development Goal 4, it is necessary to provide equitable access to quality education and lifelong learning opportunities for everyone [3]. In line with the trend of lifelong learning for all in a sustainable development society, learners are expected to be equipped with the awareness, skills, and strategies to have access to, process, and exchange information efficiently and effectively [4]. According to the PISA test [62], reading comprehension included three aspects of reading comprehension skills: information location, Introduction ofphysical the learning systemInstructure
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