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Problematizing Second Language (L2) Learning using Emerging VR Systems
Butler, Linda Neff, Flaithri
Butler, Linda
Neff, Flaithri
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Abstract
There is little doubt that there is nothing like being immersed in the country of the language
you are trying to learn. Not only do students who wish to learn English as a Second Language
(ESL) enjoy the experience of inter-cultural learning contexts from a sensory and affective
sense, it is often the case that they gain emotional and intellectual maturity while living
abroad. The reality of travelling abroad to learn English however for many International
students is often a difficult transitional one especially at pre-sessional or beginner/foundation
levels in terms of language acquisition, expense, feelings of isolation while in some cases,
struggling with pressures to maintain scholarships. As it stands, existing English language
centres work hard to advance students onto higher levels of language competencies. They
offer students opportunities to avail of further language courses, which help them progress
onto undergraduate studies. As part of such programmes, colleges often plan visits to
historical and cultural sites to encourage non-formal learning. Such trips often impart
historical information, however, that is outside students’ immediate language levels, and this
oversight does not optimise the experience as potentially pedagogical in developing
competencies as outlined by the Common European Framework of Reference for Languages
(CEFR). While not intending to replace present ESL courses, we propose that the use of VR
systems can successfully compliment Internationalisation programmes in Ireland.
The emergence of commercially available VR head-mounted displays offers opportunities for
immersive ESL virtual environments. VR technology can enable spaces for creative learning
structures during foundation/beginner courses by delivering VR-based learning within Irish
virtual site visits from their home-based colleges. This will work to tailor courses to where
students’ levels are at in actuality before they progress to their respective host Englishspeaking
countries at higher levels in class-based environments. While in Ireland, it is
envisaged that the VR supports will facilitate visits to on-site locations that are followed up by
virtual site equivalents to maximise language learning in structured, innovative ways. VR can
also engage with online colleges that do not have a physical campus in offering students a
diversity of online courses while offering students the option to stay at home to best suit their
own personal life situations.
A collaborative project between researchers at Limerick Institute of Technology and Hibernia
College Dublin aims to capture the structural and acoustic data of various historical buildings
and iconic landmarks in Ireland. The acquisition of structural features will involve the use of a
3D laser scanner and a record of construction materials. The acquisition of acoustic data will
involve measuring the impulse response of the space using a dodecahedron speaker,
reference and binaural microphones. Using this data, digital equivalents incorporating spatial
attributes of both auditory and visual modalities will be rendered for the Oculus Rift VR
headset and standard headphones. These renders will seek to position both the ESL learner
and English language lecturer at virtual Irish historical sites to articulate immersive learning to
find full expression in realising the digital campus.
Description
Paper presented at Higher Education in Transformation Conference, Dublin, 2015.
HEIT 2015 was the result of a group of universities and higher education Institutes from Canada and Ireland coming together to discuss a number of topics in the context of a rapidly changing education landscape.
The workshops were held on Monday, March, 30 in the Dublin Institute of Technology, Aungier Street and the conference took place in the Printworks, Dublin Castle on Tuesday 31st. March and Wednesday April 1st, 2015.
Publication Date
2015
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Dublin Institute of Technology