Abstract
Existing literature reflects that VR technology is widely used in language learning settings. Although many studies have identified the multiple benefits and affordance of Virtual Reality (VR) technologies in language learning, most studies are qualitative studies that do not provide substantial evidence to investigate the impact of this technology on language learning. To this end, this study conducted a meta-analysis of 21 quantitative studies with 1144 participants published between 2010 and 2021. The study’s main purpose was to examine the effects of VR on students’ language learning academic performance, including linguistic gains and affective gains. The results indicated that VR-assisted language learning had a medium effect on the linguistic gains (Hedges’ g = 0.662, 95% CI [0.398–0.925], p < 0.001) and affective gains (Hedges’ g = 0.570, 95% CI [0.309–0.831], p < 0.001) of students compared to non-VR conditions, respectively. Furthermore, the study further analyzed the impact of several moderator variables such as education levels, hardware types, language skills, target language, and L1/L2 on language learning gains. The research indicates that VR technology has a great potential to improve language learning as an educational resource and provides suggestions for further research and practice on the use of VR-assisted language learning.
Highlights
IntroductionLanguage serves as a bridge between humans and society to communicate
We find that most of the studies, through a qualitative approach, describe and summarize the findings of Virtual Reality (VR) technology in language learning and do not consider quantitative methods with which to measure the impact of this technology on language learning
We found 561 journal articles related to VR-assisted language learning published from 2010 to 2021 and 8 articles from other sources during the first phase of literature selection
Summary
Language serves as a bridge between humans and society to communicate. With the growing trend of globalization, language education has developed rapidly. The recognized international language, English, has become a compulsory subject in many countries and regions [1]. Language learning is a time-consuming and challenging process for many students as far as the current situation is concerned. The main reason for language learning difficulties is the lack of an authentic language environment, and learners cannot personally contact relevant contexts to use the target language to achieve learning goals [2]. It is essential that language learners are provided an authentic learning environment and meaningful tasks [3]. The advancement of computer technology as a learning tool has provided new methods and created real-world environments to improve language learning [4].
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