Exploring English Language Learners’ Conceptions of and Engagement in a Virtual Reality Learning Environment

Abstract

With the progress of science and technology, virtual reality (VR) technology has attracted increasing attention in the field of education technology and language teaching. This inquiry explored English learners’ conceptions of learning and learner engagement in a VR learning environment. Participants were English learners from a comprehensive university in northern China. Data were collected from questionnaires and interviews. The results indicated that learners’ conceptions of learning English include eight factors, namely presence, motivation, extending, attention, interaction, understanding, obstructing conventional learning and diminishing imagination and learner engagement consists of four factors, including cognitive, behavioral, emotional and social engagement. Moreover, the present study found that there were several benefits and challenges of learning in a virtual reality environment.