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University EAP Students' Perceptions of Using a Prototype Virtual Reality Learning Environment to Learn Writing Structure

University EAP Students' Perceptions of Using a Prototype Virtual Reality Learning Environment to Learn Writing Structure
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Author(s): Austin Pack (Xi'an Jiaotong-Liverpool University, Suzhou, China), Alex Barrett (Xi'an Jiaotong-Liverpool University, Suzhou, China), Hai-Ning Liang (Xi'an Jiaotong-Liverpool University, Suzhou, China) and Diego Vilela Monteiro (Xi'an Jiaotong-Liverpool University, Suzhou, China)
Copyright: 2020
Volume: 10
Issue: 1
Pages: 20
Source title: International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT)
Editor(s)-in-Chief: Bin Zou (Xi'an Jiaotong-Liverpool University, China) and Michael Thomas (University of Central Lancashire, UK)
DOI: 10.4018/IJCALLT.2020010103

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Abstract

This study investigates English language learner (ELL) perceptions of using a prototype virtual reality learning environment (VRLE) designed for teaching and learning writing structure. A mixed-methods approach was used, incorporating pre- and post-participation questionnaires, as well as semi-structured interviews. Participants consisted of 10 ELLs enrolled in first year English for Academic Purposes (EAP) courses at a university in Mainland, China. Results indicate that while the majority of students enjoyed using the VRLE, they maintained varying attitudes regarding the usefulness of the VRLE. Additionally, results from a correlation analysis suggest that learners' attitudes towards the material or content being learned (EAP writing) significantly correlates with learners' attitudes towards using the VRLE for learning writing structure.

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