Innovation in Language Learning
Exploring Primary School Trainee Teachers’ Perceptions of Virtual Reality as a Pedagogical Tool for English Language Learning
Melinda Dooly, Universitat Autónoma de Barcelona (Spain)
Ciara R. Wigham, ACTé, Université Clermont Auvergne (France)
Abstract
Recent developments in immersive technologies have increased interest in virtual reality (VR) for L2 learning. Learners perceive VR as a natural interactional environment that encourages communication (Dooly, in press; Jauregi, Canto & Wigham, in press), while research highlights its potential to
enhance motivation, vocabulary acquisition, oral skills, and collaboration (Parmaxi, 2020). However, limited research has examined teachers’ perceptions and implementation challenges (Scavarelli et al., 2021), particularly in primary education. This study asks: What perceptions do French and Spanish primary trainee teachers hold regarding VR for English L2 learning? Adopting Q methodology, the study explores participants’ viewpoints. Trainee teachers in France (n=13) and Spain (n=x) ranked
twelve statements addressing the uses, benefits, constraints, and implications of VR in L2 teaching, while engaging in audio-recorded group discussions that provide qualitative insights into their reasoning and perceptions. Although data analysis is in progress, analysis has identified clusters of shared perspectives. Preliminary observations suggest contrasting views of VR, ranging from enthusiasm for its immersive and motivational potential to concerns about accessibility, teacher training, classroom management, and pedagogical value. By examining trainee teachers’ perceptions across international contexts, this study contributes to discussions on digital pedagogies and teacher education for L2 learning in primary education.
Keywords: Teacher training, primary education, virtual reality, English L2, Q methodology
REFERENCES
[1] Dooly, M. (in press). Task-based language learning in virtual reality: Integrating immersive environments in primary EFL classrooms. In I. Ramos-Trasar, R. García-Murias, R. Jarazo-Álvarez & B. Vazquez-Calvo (eds.) Education in the digital age: Innovations in language learning. Peter Lang.
[2] Jauregi-Ondarra, K., Canto, S. & Wigham, C.R. (in press). Embracing the
Future: Virtual Exchange through the Lens of Virtual Reality. In Hauck, M. & Satar, M. (Eds). Handbook of Virtual Exchange in Global Education. Routledge.
[3] Parmaxi, A. (2020). Virtual reality in language learning: a systematic review and implications for re-search and practice. Interactive Learning Environments, 31(1),1-13. https://doi.org/10.1080/10494820.2020.1765392
[4] Scavarelli, A., Arya, A. & Teather, R. J. (2021). Virtual reality and augmented reality in social learning spaces: a literature review, Virtual Reality, 25(1), 257–277. https://doi.org/10.1007/s10055-020-00444-8
