European Journal of Language Policy

Adding virtual reality to the university self-access language centre

Brave new world or passing fad?

European Journal of Language Policy (2019), 11, (2), 257–274.

Abstract

Immersing students in communicative situations facilitates learning, engages emotions, and fosters socio-cognitive conflicts leading learners to develop abilities (Dewaele 2010; Bourguignon 2006; Privas-Bréauté 2017). In this context, the UFR Lansad – languages for the specialists of other disciplines – in charge of language teaching policy for non-specialist students at the University of Lorraine (France) opened a virtual reality (VR) space in which experimentations are carried out. Researchers intend to study how VR might support second language development and contribute to enhance students’ cultural awareness. To do so, VR workshops are offered, VR sessions with student teachers implemented and an international collaboration experimentation in English for Specific Purposes (ESP) is under way. Although learners’ reactions and feedback are very positive, the first implementation of the new VR space leads us to understand that VR and its pedagogical uses might suffer from some flaws.

Immerger les élèves dans des situations de communication facilite l’apprentissage, engendre les émotions et favorise les conflits socio-cognitifs amenant les apprenants à développer leurs capacités (Dewaele 2010; Bourguignon 2006; Privas-Bréauté 2017). Dans ce contexte, l’UFR Lansad – langues pour les spécialistes des autres disciplines – en charge de l’enseignement des langues pour les étudiants non spécialistes à l’Université de Lorraine (France) a ouvert un espace de réalité virtuelle (VR) dans lequel des expérimentations sont menées. Les chercheurs ont l’intention d’étudier comment la réalité virtuelle pourrait soutenir le développement d’une langue seconde et contribuer à améliorer la conscience culturelle des étudiants. Pour ce faire, des ateliers de réalité virtuelle sont proposés, des sessions de réalité virtuelle avec des futurs enseignants sont mises en place et une expérimentation de collaboration internationale en anglais à des fins spécifiques (ESP) est en cours. Bien que les réactions et les retours des apprenants soient très positifs, la première mise en oeuvre du nouvel espace de réalité virtuelle nous a amenés à comprendre que la réalité virtuelle et ses utilisations pédagogiques pourraient présenter certains défauts.

Access Token
£25.00
READ THIS ARTICLE
If you have private access to this content, please log in with your username and password here

References

Aden, J. (2017) ‘Langues et langage dans un paradigme enactif’, Recherches en didactique des langues et des cultures 14(1). Available at: http://journals.openedition.org/rdlc/1085 (accessed 19 March 2018). Google Scholar

Bailly, S. and Chateau, A. (2018) “Le projet EDOlang : un environnement propice à l’apprentissage de langues en autodirection”, Transformacoes perenidades innovacoes, 299–310. Available at: http://www.linglite.pt (accessed 19 March 2018). Google Scholar

Berry, V. (2012) L’expérience virtuelle. Jouer, vivre, apprendre dans un jeu vidéo. Rennes: Presses universitaires de Rennes, coll. Paideia. Google Scholar

Borona S., Tambouris, E. and Tarabanis, K. (2018) ‘The Use of 3D Multi-user Virtual Environments in Computer Assisted Second Language Learning: A Systematic Literature Review’, International Journal of Learning Technology 13(3): 249–74. Google Scholar

Bourguignon, C. (2006) ‘De l’approche communicative à l’approche communic’actionnelle: Une rupture épistémologique en didactique des langues-cultures’, Synergie Europe, 1: 58–73. Google Scholar

Bouvier, P. (2009) La Présence en réalité virtuelle, une approche centrée sur l’utilisateur. Paris: Université Paris-Est. Google Scholar

Chateau, A., Bailly, S. and Ciekanski, M. (2015) ‘Vers l’institutionnalisation de l’enseignement autonomisant – La technologie, soutien et obstacle à l’innovation”, Alsic 18(2). Available at: http://alsic.revues.org/2838 (accessed 19 March 2018). Google Scholar

Chateau, A., Bailly, S. and Willie, V. (2017) ‘Contribution/soutien des espaces à l’autodirection: un exemple d’hybridation du virtuel et du physique à l’université de Lorraine’, Alsic 20(3). Available at: http://journals.openedition.org/alsic/3143 (accessed 19 March 2018). Google Scholar

Dewaele, J.M. (2010) Emotions in Multiple Languages. Basingstoke: Palgrave Macmillan. Google Scholar

Dubreil, S. and Thorne, S.L. (2017) ‘Social Pedagogies and Entwining Language with the World’, in S. Dubreil and S.L. Thorne (eds) Engaging the World: Social Pedagogies and Language Learning. Boston: MA Cengage, 1–11. Google Scholar

Edlin, C. (2016) ‘Informed Eclecticism in the Design of Self-access Language Learning Environments’, Studies in Self-Access Learning Journal 7(2): 115–35. Google Scholar

Fuchs, P. (2017) Virtual Reality Headsets: A Theoretical and Pragmatic Approach. CRC Press, Taylor and Francis. Google Scholar

Girvan, C. and Savage, T. (2019) ‘Virtual Worlds: A New Environment for Constructionist Learning’, Computers in Human Behavior 99, 396–414. Google Scholar

Jeanneau, C. (2017) ‘Redefining Language Centres as Intercultural Hubs for Social and Collaborative Learning’, in F. Knonenberg (eds), From Language Lab to Language Center and Beyond: The Past, Present, and Future of Language Learning Center Design. Auburn, AL: IALLT, 61–82. Google Scholar

Krashen, S.D. (1982) Principles and Practice in Second Language Acquisition. Oxford: Pergamon. Google Scholar

Ledgerwood, M. (2017) ‘Foreword, or Musings on Over Fifty Years of Using Technology for Language Learning’, in F. Knonenberg (eds) From Language Lab to Language Center and Beyond: The Past, Present, and Future of Language Learning Center Design. Auburn, AL: IALLT, 6–12. Google Scholar

Piaget, J. (1964) ‘Cognitive Development in Children: Development and Learning’, Journal of Research in Science Teaching 2: 176–86. Google Scholar

Privas-Bréauté, V. (2017) ‘Développement cognitif et apprentissage de l’anglais langue des affaires en IUT à travers le jeu: Utilisation des mondes virtuels’, Recherche et Pratiques Pédagogiques en Langue de Spécialité, 36(2). Google Scholar

Reinders, H. (2012) ‘The End of Self-Access?: From Walled Garden to Public Park’, ELTWorldOnline.com, Vol. 4, 1–5. Available at: http://blog.nus.edu.sg/eltwo/2012/06/13/the-end-of-self-access-from-walled-garden-to-public-park/. Google Scholar

Reinhardt, C.H. and Rosen, E. (2012) ‘Journal of Astonishment: a Tool to Increase Satisfaction with Exchanges Programme’, Research in Learning Technology, 20, doi: 10.3402/rlt.v20i0.19185. Google Scholar

Roy, M. (2017) La Réalité virtuelle pour l’apprentissage des langues. Berne: Peter Lang. Google Scholar

Sauro, S. and Zourou, K. (2019) ‘What are the Digital Wilds?’, Language Learning and Technology 23(1): 1–7. Google Scholar

Slater, M., Usoh, M. and Steed, A. (1995) ‘Taking Steps: The Influence of a Walking Technique on Presence in Virtual Reality’, ACM Transactions on Computer-Human Interaction 2(3): 201–19. Google Scholar

Sockett G. (2014) The Online Informal Learning of English. Basingstoke: Palgrave MacMillan. Google Scholar

Steuer, J. (1992) ‘Defining Virtual Reality: Dimensions Determining Telepresence’, Journal of Communication 42(4): 73–93. Google Scholar

Turkle, S. (2015) Seuls ensemble. De plus en plus de technologies de moins en moins de relations humaines. Paris: L’Échappée. Google Scholar

Varela, F. (1994) “Né pour créer du sens avec Francisco Varela” Cerimes, Available at: http://www.canal-u.tv/video/cerimes/ne_pour_creer_du_sens_avec_francisco_varela.12824 (accessed 20 April 2018). Google Scholar

Varela, F. (1996) Invitation aux sciences cognitives. Trans. P. Lavoie. Paris: Editions du Seuil. Google Scholar

Varela, F., Thompson E. and Rosch, E. (1993) L’inscription corporelle de l’esprit, sciences cognitives et expérience humaine. Trans. V. Havelange. Paris: Editions du Seuil. Google Scholar

Vigier, M. and Bryant, M. (2009) ‘The Astonishment Report: A Pedagogical Tool to Assist Students in Learning from Their International Experience’, Global Business Languages 14: article 5. Available at: http://docs.lib.purdue.edu/gbl/vol14/iss1/ (accessed 19 March 2018). Google Scholar

Vygotsky, L. (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press. Google Scholar

Yaden, B. and Evans, C. (2017) ‘Envisioning New Spaces. The Human Element’ in F. Knonenberg (eds), From Language Lab to Language Center and Beyond: The Past, Present, and Future of Language Learning Center Design. Auburn, AL: IALLT, 83–98. Google Scholar

Yamazaki, K. (2018) ‘Computer-Assisted Learning of Communication (CALC): a Case Study of Japanese Learning in a 3D Virtual World’, ReCALL 30(2): 214–31. Google Scholar

Wenger, E. (1998) Communities of Practice: Learning, Meaning, and Identity. New York: Cambridge University Press. Google Scholar

Wigham, C., Chanier, T. (2013) ‘Les mondes synthétiques: un terrain pour l’approche EMILE dans l’enseignement superieur?’, Le Français dans le monde. Recherches et Applications, Paris: Le Français dans le Monde Mutations technologiques et nouvelles pratiques sociales: vers l’émergence de “medias d’apprentissage”?, 54: 77–93. Google Scholar

Aden, J. (2017) ‘Langues et langage dans un paradigme enactif’, Recherches en didactique des langues et des cultures 14(1). Available at: http://journals.openedition.org/rdlc/1085 (accessed 19 March 2018). Google Scholar

Bailly, S. and Chateau, A. (2018) “Le projet EDOlang : un environnement propice à l’apprentissage de langues en autodirection”, Transformacoes perenidades innovacoes, 299–310. Available at: http://www.linglite.pt (accessed 19 March 2018). Google Scholar

Berry, V. (2012) L’expérience virtuelle. Jouer, vivre, apprendre dans un jeu vidéo. Rennes: Presses universitaires de Rennes, coll. Paideia. Google Scholar

Borona S., Tambouris, E. and Tarabanis, K. (2018) ‘The Use of 3D Multi-user Virtual Environments in Computer Assisted Second Language Learning: A Systematic Literature Review’, International Journal of Learning Technology 13(3): 249–74. Google Scholar

Bourguignon, C. (2006) ‘De l’approche communicative à l’approche communic’actionnelle: Une rupture épistémologique en didactique des langues-cultures’, Synergie Europe, 1: 58–73. Google Scholar

Bouvier, P. (2009) La Présence en réalité virtuelle, une approche centrée sur l’utilisateur. Paris: Université Paris-Est. Google Scholar

Chateau, A., Bailly, S. and Ciekanski, M. (2015) ‘Vers l’institutionnalisation de l’enseignement autonomisant – La technologie, soutien et obstacle à l’innovation”, Alsic 18(2). Available at: http://alsic.revues.org/2838 (accessed 19 March 2018). Google Scholar

Chateau, A., Bailly, S. and Willie, V. (2017) ‘Contribution/soutien des espaces à l’autodirection: un exemple d’hybridation du virtuel et du physique à l’université de Lorraine’, Alsic 20(3). Available at: http://journals.openedition.org/alsic/3143 (accessed 19 March 2018). Google Scholar

Dewaele, J.M. (2010) Emotions in Multiple Languages. Basingstoke: Palgrave Macmillan. Google Scholar

Dubreil, S. and Thorne, S.L. (2017) ‘Social Pedagogies and Entwining Language with the World’, in S. Dubreil and S.L. Thorne (eds) Engaging the World: Social Pedagogies and Language Learning. Boston: MA Cengage, 1–11. Google Scholar

Edlin, C. (2016) ‘Informed Eclecticism in the Design of Self-access Language Learning Environments’, Studies in Self-Access Learning Journal 7(2): 115–35. Google Scholar

Fuchs, P. (2017) Virtual Reality Headsets: A Theoretical and Pragmatic Approach. CRC Press, Taylor and Francis. Google Scholar

Girvan, C. and Savage, T. (2019) ‘Virtual Worlds: A New Environment for Constructionist Learning’, Computers in Human Behavior 99, 396–414. Google Scholar

Jeanneau, C. (2017) ‘Redefining Language Centres as Intercultural Hubs for Social and Collaborative Learning’, in F. Knonenberg (eds), From Language Lab to Language Center and Beyond: The Past, Present, and Future of Language Learning Center Design. Auburn, AL: IALLT, 61–82. Google Scholar

Krashen, S.D. (1982) Principles and Practice in Second Language Acquisition. Oxford: Pergamon. Google Scholar

Ledgerwood, M. (2017) ‘Foreword, or Musings on Over Fifty Years of Using Technology for Language Learning’, in F. Knonenberg (eds) From Language Lab to Language Center and Beyond: The Past, Present, and Future of Language Learning Center Design. Auburn, AL: IALLT, 6–12. Google Scholar

Piaget, J. (1964) ‘Cognitive Development in Children: Development and Learning’, Journal of Research in Science Teaching 2: 176–86. Google Scholar

Privas-Bréauté, V. (2017) ‘Développement cognitif et apprentissage de l’anglais langue des affaires en IUT à travers le jeu: Utilisation des mondes virtuels’, Recherche et Pratiques Pédagogiques en Langue de Spécialité, 36(2). Google Scholar

Reinders, H. (2012) ‘The End of Self-Access?: From Walled Garden to Public Park’, ELTWorldOnline.com, Vol. 4, 1–5. Available at: http://blog.nus.edu.sg/eltwo/2012/06/13/the-end-of-self-access-from-walled-garden-to-public-park/. Google Scholar

Reinhardt, C.H. and Rosen, E. (2012) ‘Journal of Astonishment: a Tool to Increase Satisfaction with Exchanges Programme’, Research in Learning Technology, 20, doi: 10.3402/rlt.v20i0.19185. Google Scholar

Roy, M. (2017) La Réalité virtuelle pour l’apprentissage des langues. Berne: Peter Lang. Google Scholar

Sauro, S. and Zourou, K. (2019) ‘What are the Digital Wilds?’, Language Learning and Technology 23(1): 1–7. Google Scholar

Slater, M., Usoh, M. and Steed, A. (1995) ‘Taking Steps: The Influence of a Walking Technique on Presence in Virtual Reality’, ACM Transactions on Computer-Human Interaction 2(3): 201–19. Google Scholar

Sockett G. (2014) The Online Informal Learning of English. Basingstoke: Palgrave MacMillan. Google Scholar

Steuer, J. (1992) ‘Defining Virtual Reality: Dimensions Determining Telepresence’, Journal of Communication 42(4): 73–93. Google Scholar

Turkle, S. (2015) Seuls ensemble. De plus en plus de technologies de moins en moins de relations humaines. Paris: L’Échappée. Google Scholar

Varela, F. (1994) “Né pour créer du sens avec Francisco Varela” Cerimes, Available at: http://www.canal-u.tv/video/cerimes/ne_pour_creer_du_sens_avec_francisco_varela.12824 (accessed 20 April 2018). Google Scholar

Varela, F. (1996) Invitation aux sciences cognitives. Trans. P. Lavoie. Paris: Editions du Seuil. Google Scholar

Varela, F., Thompson E. and Rosch, E. (1993) L’inscription corporelle de l’esprit, sciences cognitives et expérience humaine. Trans. V. Havelange. Paris: Editions du Seuil. Google Scholar

Vigier, M. and Bryant, M. (2009) ‘The Astonishment Report: A Pedagogical Tool to Assist Students in Learning from Their International Experience’, Global Business Languages 14: article 5. Available at: http://docs.lib.purdue.edu/gbl/vol14/iss1/ (accessed 19 March 2018). Google Scholar

Vygotsky, L. (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press. Google Scholar

Yaden, B. and Evans, C. (2017) ‘Envisioning New Spaces. The Human Element’ in F. Knonenberg (eds), From Language Lab to Language Center and Beyond: The Past, Present, and Future of Language Learning Center Design. Auburn, AL: IALLT, 83–98. Google Scholar

Yamazaki, K. (2018) ‘Computer-Assisted Learning of Communication (CALC): a Case Study of Japanese Learning in a 3D Virtual World’, ReCALL 30(2): 214–31. Google Scholar

Wenger, E. (1998) Communities of Practice: Learning, Meaning, and Identity. New York: Cambridge University Press. Google Scholar

Wigham, C., Chanier, T. (2013) ‘Les mondes synthétiques: un terrain pour l’approche EMILE dans l’enseignement superieur?’, Le Français dans le monde. Recherches et Applications, Paris: Le Français dans le Monde Mutations technologiques et nouvelles pratiques sociales: vers l’émergence de “medias d’apprentissage”?, 54: 77–93. Google Scholar

If you have private access to this content, please log in with your username and password here

Details