Technological Solutions for Sustainable Development: Effects of a Visual Prompt Scaffolding-Based Virtual Reality Approach on EFL Learners’ Reading Comprehension, Learning Attitude, Motivation, and Anxiety

Zhiqiang Wang, Yu Guo, Yan Wang, Yun-Fang Tu and Chenchen Liu
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Zhiqiang Wang: Department of Educational Science, Wenzhou University, Wenzhou 325035, China
Yu Guo: Department of Educational Technology, Wenzhou University, Wenzhou 325035, China
Yan Wang: School of Foreign Languages, Wenzhou University of Technology, Wenzhou 325035, China
Yun-Fang Tu: Department of Library and Information Science, Research and Development Center for Physical Education, Health, and Information Technology, Fu Jen Catholic University, New Taipei City 24205, Taiwan
Chenchen Liu: Department of Educational Technology, Wenzhou University, Wenzhou 325035, China

Sustainability, 2021, vol. 13, issue 24, 1-15

Abstract: As is indicated by the United Nation’s Sustainable Development Goal 4, it is crucial to have access to inclusive and quality education for all. For English as a Foreign Language (EFL) learners, reading English is a basic skill for learners to acquire and exchange information and to have lifelong learning experiences. To provide a vivid EFL learning environment, a visual prompt scaffolding-based VR (VPS-VR) approach was proposed to enhance students’ reading comprehension skills. To investigate the effectiveness of the proposed approach, an experiment was conducted in an English reading course at a Chinese university. Students from experimental group A ( N = 31) learned with the VPS-VR approach, experimental group B ( N = 32) learned with the virtual reality (VR) approach, and the control group learned with the traditional instruction (TI) approach. The results revealed the positive effects of the VPS-VR approach on students’ EFL reading comprehension, learning motivation, and English learning anxiety. Furthermore, it was also found that experimental students’ lower-level skills of reading comprehension, such as information location and text comprehension, were significantly improved, rather than the higher-level skills of reflection and evaluation. Fifteen students participated in interviews, and their learning experience and technology acceptance are also discussed.

Keywords: sustainable learning ability; VR; visual prompt scaffolding; EFL reading (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
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Citations: View citations in EconPapers (1)

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