Harnessing spherical video-based virtual reality to enhance EFL learners’ writing performance and self-regulated learning strategy use
Abstract
Deemed as a challenging task for second/foreign language learners, writing is highly context-dependent and requires a high level of self-regulation while current technology-supported approaches to writing instruction are still de-contextual. Spherical video-based virtual reality (SVVR), allowing learners to observe and interact with the authentic environment, may seem a potential way to address the problems in the EFL writing class. Grounded in Sociocultural Theory, this study employed an explanatory sequential mixed methods design, commencing with a quasi-experiment followed by post-intervention interviews to triangulate the findings. In the quasi-experimental phase, the experimental group (n = 31) engaged in SVVR-based viewing activities prior to writing exercises, while the control group (n = 31) received traditional instruction involving video watching before writing. Subsequently, nine students from the two groups participated in post-intervention interviews to provide qualitative insights into their experiences. The findings demonstrated the use of the SVVR technological pedagogy carried good potential to facilitate learners’ argumentative writing performance, especially reflected in their writing content and language use. Students in the SVVR group also exhibited enhanced self-regulation in writing, with participants noting a heightened frequency in the use of metacognitive and motivational/affective regulation strategies. However, there was no marked improvement in their use of cognitive and social strategies. Analysis of the interview data revealed four emergent themes: multimodal scaffolding, mediation by environmental context, sociocultural interaction, and motivation and enjoyment, which reinforced and elucidated the quantitative outcomes. The implications of integrating SVVR in EFL writing instruction are discussed, highlighting its potential to facilitate comprehensive self-regulated learning.
Link to publication in Taylor & Francis
