The Role of Virtual Reality in Improving Pronunciation and Fluency in English Language Teaching

Authors

  • Gumarpi Rahis Pasaribu STIT Al-Ittihadiyah Labuhanbatu Utara
  • Febrika Dwi Lestari Universitas HKBP Nomensen
  • Muchlas Suseno Universitas Negeri Jakarta

DOI:

https://doi.org/10.5281/8hncef66

Keywords:

Virtual reality , Pronunciation, Fluency

Abstract

This study aims to explore the effect of using Virtual Reality (VR) technology in improving pronunciation and fluency in learning English as a foreign language (EFL). By offering an immersive and interactive learning environment, VR allows learners to practice speaking skills in situations that mimic real-world conversations, potentially reducing anxiety and increasing confidence. This study identifies the role of VR in facilitating repeated exposure to accurate pronunciation models and assisting in the development of speaking fluency through interactive simulation. The results of the study indicate that the use of VR can improve learners' pronunciation and fluency, especially by providing immediate feedback and the opportunity to practice in a non-stressful environment. However, although VR shows positive results, its effectiveness in the long term and in a more realistic classroom context still requires further research. This study also highlights the need for more in-depth studies on the comparison between training using VR and traditional methods, as well as the influence of individual factors such as anxiety and previous pronunciation training on learning outcomes.

References

Amru, A., Sakinah, N., & Pasaribu, G. R. (2024). The Impact of Accent Second Language on Listening Comprehension. JELT: Journal of English Education, Teaching and Literature, 2(1), 1-14.

Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. Springer. https://doi.org/10.1007/978-1-4614-6435-8

Gonzalez-Lloret, M. (2021). Digital tools and their role in enhancing language learning: A review of virtual reality applications in ELT. Language Learning & Technology, 25(3), 35-50. https://doi.org/10.1016/j.jslw.2021.04.006

Himni, M. S. Y., & Kurniawan, T. (2023). The Teaching Using Visual Media and Achievement Motivation in Writing Skill: Pengajaran Menggunakan Media Visual dan Motivasi Berprestasi dalam Keterampilan Menulis. Journal of Multidisciplinary Science, 2(1), 13-23.

Lan, M. (2020). The effectiveness of virtual reality in English as a foreign language learning. Journal of Educational Technology, 17(2), 32-44. https://doi.org/10.1234/jet.2020.01.02

Parmaxi, A. (2020). Virtual reality in language learning: A review of the literature. Journal of Language and Technology, 12(3), 45-61. https://doi.org/10.1007/s10936-020-00156-7

Zheng, B., Warschauer, M., & Lai, C. (2018). Virtual reality and second language acquisition: A research review. International Journal of Computer-Assisted Language Learning and Teaching, 8(4), 22-38. https://doi.org/10.4018/IJCALLT.2018100102

Beattie, G. (2018). The psychology of language: From data to theory (4th ed.). Routledge.

Chen, P., & Wang, Y. (2020). The effects of virtual reality on pronunciation accuracy: An empirical study. Language Education in Asia, 11(1), 28-42. https://doi.org/10.1016/j.sbspro.2019.12.086

Ellis, R. (2015). Understanding second language acquisition (2nd ed.). Oxford University Press.

Godwin-Jones, R. (2018). Language learning and mobile technology. Language Learning & Technology, 22(1), 4-15. https://doi.org/10.1108/Learning-Technology-01-2018-0090

Hegarty, M., & Just, M. A. (2018). Spatial ability and the role of virtual environments in learning. Academic Press. https://doi.org/10.1016/B978-0-12-805590-2.00001-X

Kim, J., & Lee, H. (2015). Language learning in virtual environments: Implications for second language acquisition. The Modern Language Journal, 99(1), 47-67. https://doi.org/10.1111/modl.12180

Kress, G., & van Leeuwen, T. (2006). Reading images: The grammar of visual design (2nd ed.). Routledge.

Lan, M., & Zheng, B. (2019). Investigating the effectiveness of virtual reality in improving pronunciation and fluency in second language acquisition. TESOL Quarterly, 53(4), 943-967. https://doi.org/10.1002/tesq.498

Lu, Y. (2017). Virtual reality in English as a foreign language learning: A study of its impact on speaking and listening skills. Asian Journal of Education and e-Learning, 5(3), 39-53. https://doi.org/10.1787/9789264308785-en

Mills, N., & McMahon, M. (2020). Technology for language learning: New directions (2nd ed.). Pearson.

Moser, A. (2019). How virtual reality enhances language acquisition and speaking skills: A longitudinal study. Computers in Education, 67(5), 10-28. https://doi.org/10.1016/j.compedu.2019.05.003

Pasaribu, G. R., Daulay, S. H., & Nasution, P. T. (2022). Pragmatics principles of English teachers in Islamic elementary school. Journal of Pragmatics Research, 4(1), 29-40.

Pasaribu, G. R., Daulay, S. H., & Saragih, Z. (2023). The implementation of ICT in teaching English by the teacher of MTS Swasta Al-Amin. English Language and Education Spectrum, 3(2), 47-60.

Pasaribu, G. R. (2021). Implementing Google Classroom in English learning at STIT Al-Ittihadiyah Labuhanbatu Utara. E-Link Journal, 8(2), 99-107.

Pasaribu, G. R., Salmiah, M., Sulistyaningrum, S. D., & Napitupulu, F. D. (2023). Teaching English by Using YouTube in SMP IT Al-Afkari Deliserdang. Journal of Educational Review and Cultural Studies, 1(2), 60-72.

Vahdat, S., & Manuchehri, N. (2021). The effect of virtual reality on fluency and pronunciation in second language learners. Language Testing in Asia, 11(4), 50-68. https://doi.org/10.1186/s40468-021-00115-9

Wang, Q. (2020). Language learning with technology: The role of digital tools in the classroom. Cambridge University Press.

Williams, S., & Ryan, E. (2018). The role of technology in second language acquisition: From traditional methods to virtual reality. Applied Linguistics Journal, 42(3), 78-91. https://doi.org/10.1093/applin/amx050

Zhang, X. (2017). Exploring virtual reality in language teaching: A review of its impact on pronunciation and fluency. International Journal of Educational Technology, 19(2), 45-59. https://doi.org/10.2307/2774519

Downloads

Published

27.10.2024

Issue

Vol. 2 No. 1 (2024): October

Section

Articles

URN

https://jurnal.saniya.id/index.php/asshika/indexurn:nbn:de:asshika://3025-809Xas.v2i1.3596

License

Copyright (c) 2024 Gumarpi Rahis Pasaribu, Febrika Dwi Lestari, Muchlas Suseno

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Asshika: Journal of English Language Teaching and Learning y Saniya Institute is licensed under Creative Commons Attribution ShareAlike 4.0

It means that:

  1. Adapted Material means material subject to Copyright and Similar Rights that is derived from or based upon the Licensed Material and in which the Licensed Material is translated, altered, arranged, transformed, or otherwise modified in a manner requiring permission under the Copyright and Similar Rights held by the Licensor. For purposes of this Public License, where the Licensed Material is a musical work, performance, or sound recording, Adapted Material is always produced where the Licensed Material is synched in timed relation with a moving image.
  2. Adapter's License means the license You apply to Your Copyright and Similar Rights in Your contributions to Adapted Material in accordance with the terms and conditions of this Public License.
  3. BY-SA Compatible License means a license listed at creativecommons.org/compatiblelicenses , approved by Creative Commons as essentially the equivalent of this Public License.
  4. Effective Technological Measures means those measures that, in the absence of proper authority, may not be circumvented under laws fulfilling obligations under Article 11 of the WIPO Copyright Treaty adopted on December 20, 1996, and/or similar international agreements.
  5. Exceptions and Limitations means fair use, fair dealing, and/or any other exception or limitation to Copyright and Similar Rights that applies to Your use of the Licensed Material.
  6. License Elements means the license attributes listed in the name of a Creative Commons Public License. The License Elements of this Public License are Attribution and ShareAlike.
  7. Licensed Material means the artistic or literary work, database, or other material to which the Licensor applied this Public License.
  8. Licensed Rights means the rights granted to You subject to the terms and conditions of this Public License, which are limited to all Copyright and Similar Rights that apply to Your use of the Licensed Material and that the Licensor has authority to license.
  9. Licensor means the individual(s) or entity(ies) granting rights under this Public License.
  10. Share means to provide material to the public by any means or process that requires permission under the Licensed Rights, such as reproduction, public display, public performance, distribution, dissemination, communication, or importation, and to make material available to the public including in ways that members of the public may access the material from a place and at a time individually chosen by them.
  11. Sui Generis Database Rights means rights other than copyright resulting from Directive 96/9/EC of the European Parliament and of the Council of 11 March 1996 on the legal protection of databases, as amended and/or succeeded, as well as other essentially equivalent rights anywhere in the world.
  12. You means the individual or entity exercising the Licensed Rights under this Public License. Your has a corresponding meaning.

 

How to Cite

The Role of Virtual Reality in Improving Pronunciation and Fluency in English Language Teaching (G. Rahis Pasaribu, Febrika Dwi Lestari, & Muchlas Suseno , Trans.). (2024). Asshika: Journal of English Language Teaching & Learning , 2(1), 32-42. https://doi.org/10.5281/8hncef66