TY - UNPB
T1 - Case study on VR-mediated virtual exchange for language teachers: Pedagogical implications
T2 - E-LIVE project
AU - Jauregi Ondarra, Kristi
PY - 2024
Y1 - 2024
N2 - This paper presents a case study examining the pedagogical potential of Virtual Reality (VR)-mediated Virtual Exchange (VE) for fostering intercultural communicative competence (ICC) among language learners. The paper is based on Meijerink's (2023) master thesis. This research study explores how VR's multimodal affordances, such as embodiment, spatial awareness, and avatar interaction, contribute to a more immersive and effective intercultural learning environment. Participants, university students from Cyprus and the Netherlands, engaged in VR-mediated tasks designed to encourage cultural reflection and intercultural communication. The study's findings reveal that VR-mediated VE supports ICC development by enabling threading narratives, which build cultural connections and mutual understanding. VR's multimodal features, including gesture-based communication and visual immersion, enhance student engagement and facilitate authentic interaction. However, challenges such as accessibility, ethical representation, and inclusivity highlight the need for thoughtful integration of VR into language curricula. This paper outlines practical pedagogical guidelines for language teachers, emphasising ethical VR use, reflective practices, and strategies to maximise VR affordances. These guidelines aim to equip educators with tools to foster ICC effectively, enhancing students' readiness for intercultural communication in an increasingly globalised world.
AB - This paper presents a case study examining the pedagogical potential of Virtual Reality (VR)-mediated Virtual Exchange (VE) for fostering intercultural communicative competence (ICC) among language learners. The paper is based on Meijerink's (2023) master thesis. This research study explores how VR's multimodal affordances, such as embodiment, spatial awareness, and avatar interaction, contribute to a more immersive and effective intercultural learning environment. Participants, university students from Cyprus and the Netherlands, engaged in VR-mediated tasks designed to encourage cultural reflection and intercultural communication. The study's findings reveal that VR-mediated VE supports ICC development by enabling threading narratives, which build cultural connections and mutual understanding. VR's multimodal features, including gesture-based communication and visual immersion, enhance student engagement and facilitate authentic interaction. However, challenges such as accessibility, ethical representation, and inclusivity highlight the need for thoughtful integration of VR into language curricula. This paper outlines practical pedagogical guidelines for language teachers, emphasising ethical VR use, reflective practices, and strategies to maximise VR affordances. These guidelines aim to equip educators with tools to foster ICC effectively, enhancing students' readiness for intercultural communication in an increasingly globalised world.
M3 - Working paper
BT - Case study on VR-mediated virtual exchange for language teachers: Pedagogical implications
PB - HAL open science
ER -