10.30495/jntell.2023.704591

Virtual Reality (VR) Assistive TechnologyAmong EFL Learners With ExpressiveLanguage Disorder (ELD): Effectiveness,Feasibility, and Risks

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  • Mojgan Khaki1,
  • Hossein Heidari Tabrizi*1,
  • Sajad Shafiee2,
  1. Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
  2. English Department, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran

Revised: 2022-12-13

Accepted: 2023-01-18

Published in Issue 2023-09-01

Copyright (c) 2024 Journal of New Trends in English Language Learning (JNTELL)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Khaki, M., Heidari Tabrizi, H., & Shafiee, S. (2023). Virtual Reality (VR) Assistive TechnologyAmong EFL Learners With ExpressiveLanguage Disorder (ELD): Effectiveness,Feasibility, and Risks. Journal of New Trends in English Language Learning (JNTELL), 2(3), 19-34. https://doi.org/10.30495/jntell.2023.704591
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Abstract

 Based on Assistive Technology Theory (AST), this qualitative study investigated Virtual Reality (VR) as an assistive technology
among EFL learners with Expressive Language Disorder (ELD) with regard to its effectiveness, feasibility, and risks. 18 Iranian
pre-intermediate EFL learners with mild to moderate ELD were selected and exposed to a fully-immersive VR learning
environment using Virtual-Reality Head-Mounted Displays (VR-HMDs) for 20 seventy-minute sessions. The VR-authored
learning nuggetsfocused on speaking skills. Max Weber Qualitative Data Analysis(MAXQDA) was used to thematically analyze
the data. The findings revealed the components of VR assistive technology with respect to (A) effectiveness (ICT literacy,
preconceptions, technophobia or technostress, motivation, and quality of VR equipment); (B) feasibility (academic infrastructure,
equipment price, customization features, types of content or context, and training); and (C) risks (various VR-induced physical
and mental symptoms). TEFL, assistive and educational technology, and therapeutic education may benefit from the findings.

Keywords

  • EFL learners,
  • Expressive Language Disorder,
  • Virtual reality
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