VR and the ESL Classroom

 Virtual reality (VR) are tech tools that I considered out of reach for the average ESL classroom—I couldn’t imagine the applications to language learning, and I didn’t think the technology would be accessible in most classrooms in the near future. However, last week’s presentation on emerging technologies helped me realize that this technology may not be as irrelevant or inaccessible as I first thought.

Accessing VR

There are numerous VR devices on the market. However, for someone just beginning to explore its use in the classroom, Google Cardboard (n.d.) offers access to VR glasses with a reasonably low barrier to entry, with glasses costing between $5 and $50 CAD.

Benefits

Bonner and Reinders (2018) highlight several potential benefits to VR use in education:

-         -  Increases student motivation

-      - Lowers anxiety related to second language use in an authentic environment

-          - Provides context for reading and listening activities

-          - Reduces classroom distractions

Challenges

There are several significant challenges to the use of VR in the ESL classroom. As it is a relatively new educational technology, there is little training available for teachers on its use in the classroom (Bonner & Reinders, 2018). Early adopters (and their students) need to be comfortable with a trial-and-error approach. Further, while Google Cardboard offers low cost VR glasses, students must still have access to their own smart phone that supports VR technology (Bonner & Reinders, 2018). Teachers should be cognizant of whether every student in class has this and have equitable, discreet alternatives for any students who cannot or choose not to bring their own smart devices.  Additionally, the value VR brings is its immersive experience, so teachers should consider how to make VR activities accessible to learners with visual, auditory, or other disabilities.

Possible applications of VR with Google Cardboard in ESL classes

-          Improve communication skills. Virtual Speech (VirtualSpeech, 2022) allows users to practice and receive feedback on spoken and non-verbal communication skills in a low-stakes environment. I could imagine using this in an advanced or business English course to practice presentations or interview skills, or to work on soft skills like body language and active listening.

-          Contextualize learning. Using YouTube 360 (2022), a VR video channel, learners could explore places or topics to ensure all students have the background knowledge that will help them comprehend reading and listening activities.

-          Prompt writing and vocabulary.  After viewing a video on YouTube 360 (2022), teachers could elicit rich vocabulary to describe the experience and use the video as a writing prompt.

-          Complete a scavenger hunt. Create or have students create a scavenger hunt to be completed on Google Street View (2022).  This could allow students to practice giving and following instructions in a low stakes, yet authentic and interesting, environment.

 

 

References

Bonner, E., & Reinders, H. (2018). Augmented and virtual reality in the language classroom: Practical ideas. Teaching English with Technology, 18(3), 33-53.

Google (n.d.). Google Cardboard. https://arvr.google.com/cardboard/

Google Street View (2022). Google. https://www.google.ca/streetview/

Virtual Reality [YouTube360]. YouTube. Retrieved July 24, 2022, from https://www.youtube.com/360

VirtualSpeech (2022). VirtualSpeech-VR Courses [App]. Virtual Speech https://play.google.com/store/apps/details?id=com.virtualSpeech.android&hl=en