Using Virtual Reality to improve interdependent language learning: training and strategies for teachers

Abstract

This paper addresses the integration of Virtual Reality (VR) in language education to foster interdependent language learning among students through immersive technologies. Interdependent language learning promotes cooperative relationships and skill development through shared goals, but there is a gap in understanding how VR can effectively support these dynamics. This study assesses the impact of VR on teachers' acceptance and perceived usability of immersive experiences designed to enhance student interactions and mediation strategies, using data derived from interventions conducted with language teachers at the University of Arizona. Insights are revealed into their practices regarding the use of VR in class planning and delivery, improved by perceptions of its usefulness and a greater willingness to incorporate it into language teaching through involvement in interdependent activities for class planning. Additionally, the study presents methodological strategies for designing VR-based language learning activities that foster collaboration between students and actively involve teachers in the planning process. The insights aim to support educators in adapting their instructional methods to leverage VR technology for fostering cooperative and equitable learning environments.