- Palamar, Svitlana P. (orcid.org/0000-0001-6123-241X), Brovko, Kateryna (orcid.org/0000-0001-8572-9316) and Semerikov, Serhiy O. (orcid.org/0000-0003-0789-0272) (2024) Enhancing Foreign Language Learning in Ukraine: Immersive Technologies as Catalysts for Cognitive Interest and Achievement Selected Papers of the X International Scientific Conference "Information Technology and Implementation" (IT&I-2023). Conference Proceedings. Kyiv, Ukraine, November 20 - 21, 2023 (3624). pp. 69-81. ISSN 1613-0073
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Abstract
Amidst disruptions in learning and massive displacement of students, the integration of immersive technologies, such as virtual reality (VR), augmented reality (AR), mixed reality (MR), and artificial intelligence (AI), offers promising solutions to enhance language education. The study found that various immersive technologies have been commonly employed in foreign language education, with semi-immersive experiences being the most prevalent. Combining VR with full immersion and AR with semi- immersion were the most frequently observed approaches. These technologies engage multiple senses, creating authentic and engaging learning experiences that foster students’ motivation, curiosity, and self-regulation. The research was conducted at the Center for Innovative Technologies (ICR-class) within the Faculty of Pedagogical Education at Borys Grinchenko Kyiv University, focusing on students enrolled in the specialty 013 “Primary Education.” Innovative immersive technologies were integrated into the course “Modern English with a practicum,” presenting advantages and specifics for students. The paper explores a range of immersive technologies used in language learning, including Second Life, Google Translate, Labster, Insta 3600 One, Google Expeditions, mozaBook, mozaWeb, Influent, FluentU, and 3D modeling. The study’s findings reveal that immersive technologies contribute to the development of professional communication skills in foreign languages, promoting active engagement and understanding of the target language and culture. The study also highlights the preference for immersive technologies among students, with Second Life and Influent garnering significant interest. Future research directions include exploring teachers’ roles as facilitators and designers of immersive learning environments, investigating the effects of VR as a fully immersive intervention form, and measuring behavioral outcomes related to inter- and transcultural learning and teaching. Overall, embracing immersive technologies in foreign language learning can address the challenges posed by crises, enhance students’ cognitive interest, and improve language achievement in Ukraine. These technologies offer valuable tools to bridge educational gaps and cultivate a deeper understanding of global languages and cultures, empowering students to excel in language acquisition despite adverse circumstances. As the educational landscape continues to evolve, immersive technologies hold the potential to revolutionize foreign language learning and teaching, opening new horizons for education in Ukraine and beyond.
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