Date of Award

Summer 8-23-2025

Document Type

Dissertation

Degree Name

Ph.D. in Teaching and Learning Sciences

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction

First Advisor

Brette Garner

Second Advisor

Nick Cutforth

Third Advisor

Kaipeng Wang

Fourth Advisor

Kimberly Schmidt

Copyright Statement / License for Reuse

All Rights Reserved
All Rights Reserved.

Keywords

Virtual reality, Second language instruction, Mandarin, Undergraduate students, Technological literacy

Abstract

As virtual reality (VR) becomes increasingly developed and accessible, its application in second language instruction has attracted growing attention (Bahari, 2022; Berti, 2019; Dhimolea et al., 2022; Kaplan-Rakowski et al., 2022). This study explores how VR tools can be meaningfully integrated into Task-Based Language Teaching (TBLT) for novice-level Mandarin learners. Three research questions guided the study: (1) How do students perceive a VR-assisted Mandarin language class under the TBLT framework? (2) What benefits do VR tools offer in this context? (3) What challenges do VR tools bring to the language classroom?

To address these research questions, a qualitative case study was conducted. Eight undergraduate students participated in a six-week Mandarin course that incorporated multiple VR platforms and tasks designed following Nunan’s (2004) TBLT framework. Data sources included pre-course reflections, classroom video recordings, student-created artifacts, and post-course interviews.

Findings revealed that students responded positively to the VR-assisted experience, frequently describing it as fun, immersive, helpful, and motivating. VR tools supported and diversified task design by offering authentic environments, reinforcing learner engagement, and expanding opportunities for contextualized language practice. In addition, the integration of VR-Chat provided real-time access to native speakers, fostering intercultural exposure and authentic communication.

However, several challenges also emerged. The integration of VR tools required a certain level of technological literacy from students—and even more from the instructor. During the final VR-Chat speaking task, students also expressed concern that other users might be unresponsive or unwilling to engage in conversation. Finally, students noted that due to the limited popularity of VR, they had little or no access to VR devices outside the classroom.

This study contributes to the emerging literature on VR in language education by demonstrating its potential to enhance TBLT-based instruction through immersive, interactive, and authentic environments that provide access to native speakers. It also highlights the need for thoughtful instructional design to support student adaptation and ensure the effective integration of VR tools. Implications are offered for language educators, curriculum designers, and researchers seeking to incorporate VR into communicative language teaching in meaningful and context-responsive ways.

Copyright Date

8-2025

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Xiaoyouxiang Li

Provenance

Received from ProQuest

File Format

application/pdf

Language

English (eng)

Extent

248 pgs

File Size

5 MB

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Available for download on Saturday, September 18, 2027



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