Effectiveness of Virtual Reality on Chinese as a second language vocabulary learning: perceptions from international students

AbstractAbstractThis study explores the effectiveness of Virtual Reality (VR) in Chinese as a second language (CSL) vocabulary learning from the international students' perspective. A new theoretical framework of VR-based vocabulary learning was designed and verified to serve the investigation. A total of 30 international students learning CSL in a Chinese university participated in the study. Data were collected through vocabulary tests, a VR-based vocabulary learning questionnaire, and semi-structured interviews. Findings indicate that the VR approach can effectively facilitate students' vocabulary learning and retention, as well as a positive learning experience. VR provides an authentic and repetition-enabled learning context. In an immersive environment, a higher rate of engagement in interactions and multimodal, immediate, and learner-friendly scaffolding benefit students' VR-based vocabulary learning. Results also indicate that VR can motivate students to be actively involved in learning and build their language skills despite some challenges. Investigation of a wider range of learners with different backgrounds and language levels, and the differences between VR-based learning and traditional learning is recommended for future research. Additionally, CSL teachers' perceptions are worthy of consideration.Keywords: Chinese as a second languagevirtual realityvocabulary learninginternational studentsmixed methods Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThis work was funded by Center for Language Education and Cooperation of the Ministry of Education of China (Grant ID: 22YH01FD); Fundamental Research Funds for the Central Universities (Grant ID: SWU2009501).Notes on contributorsChen ChenDr. Chen Chen is currently working at International College of Southwest University, Chongqing, China. His research interests focus on technology-enhanced language teaching and learning, Chinese as a second language (CSL) education, and educational psychology.Yifeng YuanDr. Yifeng Yuan is working as Subject Coordinator at University of Technology Sydney, Australia and Professor of Shanghai Municipal Education of Commission, Shanghai, China. His research areas include foreign language teaching and learning, teaching English to speakers as other language (TESOL), language education and computer, and language teacher education.