Перейти к главному меню навигации Перейти к основному контенту Перейти к нижнему колонтитулу сайта
Językoznawstwo baner

№ 1/20 (2024)

Artykuły

Creating XR toolkits to foster an inclusive environment for foreign language learning (FLL) to empower refugee women in new settings

DOI: https://doi.org/10.25312/j.8065  [Google Scholar]
Опубликован: 2024-05-29

Аннотация

The purpose of this paper is to identify the optimal XR tools for cultivating inclusion in a second language classroom that Polish language teachers know and successfully use and which female refugees from Ukraine would like to use. The article is grounded in a project aimed at bridging the substantial gap between refugee women and women with fewer opportunities in language education. It is acknowledged that women with fewer opportunities (such as migrants, refugees, and asylum seekers) have already coped with significant challenges related to relocation and other traumatic experiences.

The project posits that XR tools can be employed to assist these women in acquiring new language skills. The central objective is to establish an XR environment that alleviates additional anxieties associated with Foreign Language Learning (FLL). By offering a broader array of realistic and engaging scenarios, these XR learning environments can facilitate practical activities. Such environments enable students to familiarize themselves with the nuances of language use and develop proficiency beyond the confines of a classroom setting. This approach emphasizes language application rather than rote memorization of closed-system rules.

Moreover, the work focuses on standardizing terminology and methodologies through comprehensive literature and Internet research. Finally, the report highlights the latest advancements in Poland concerning the discussed issue.

Библиографические ссылки

  1. Alalwan N., Cheng L., Al-Samarraie H., Yousef R., Alzahrani A.I., Sarsam S. (2020), Challenges and prospects of virtual reality and augmented reality utilization among primary school teachers: A developing country perspective, “Stud. Educ. Eval.”, 66, 100876. [Google Scholar]
  2. Alqahtani A.S., Daghestani L.F., Ibrahim L.F. (2017), Environments and system types of virtual reality technology in STEM: A survey, “Int. J. Adv. Comput. Sci. Appl.” IJACSA, no. 8, pp. 77–89. [Google Scholar]
  3. Azuma R. (1997), A survey of augmented reality, “Presence: Teleoperators & Virtual Environment”, 6(4), pp. 355–385. [Google Scholar]
  4. Brooks L. (2023), 8 VR English Learning Apps for the Learners of Tomorrow https://www.fluentu.com/blog/english/virtual-reality-english-learning/ [accessed: 10.06. 2023]. [Google Scholar]
  5. Giant Lazer blog. Nowe słowa, inna rzeczywistość. https://giantlazer.com/pl/lekcje-jezykow-obcych-w-vr/ [accessed: 10.06. 2023]. [Google Scholar]
  6. Godwin-Jones R. (2016), Augmented reality and language learning: From annotated vocabulary to place-based mobile games, “Language Learning and Technology”, 20(3), pp. 9–19. DOI: 10125/44475 [Google Scholar]
  7. Kaplan-Rakowski R., Papin K., Hartwick P. (2023), Language teachers’ perceptions and use of extended reality, “CALICO Journal”, 40(1), pp.1–23. [Google Scholar]
  8. Kornijchuk A. (2016) Nauka Języka w Integracji Uchodźców, Warszawa. [Google Scholar]
  9. Kowalczyk O., Zamorska A. (2022), Społeczno-ekonomiczne funkcjonowanie kobiet zagrożonych wykluczeniem społecznym w trakcie pandemii COVID-19, „Atheneum”, vol. 74(2), pp. 151–165. DOI: 10.15804/athena.2022.74.09 [Google Scholar]
  10. Meccawy M. (2022), Creating an Immersive XR Learning Experience: A Roadmap for Educators, “Electronics”, 11, 3547. DOI: 10.3390/electronics11213547 [Google Scholar]
  11. Mitoraj M. (2021), VR/AR: Nowoczesne metody nauczania języków obcych. https://123way.pl/vr-ar-nowoczesne-metody-nauczania-jezykow-obcych/ [accessed: 10.06. 2023]. [Google Scholar]
  12. Obeidat H., Meccawy M., Blanchfield P., (2009), Authoring for Adaptive Web-Based Learning Systems: A Case Study; International Journal of Emerging Technology in Learning, Kassel, Germany. [Google Scholar]
  13. Plutzar V., Ritter M. (2008), Language Learning in the Context of Migration and Integration, Vienna, Austria. [Google Scholar]
  14. Rosell-Aguilar F. (2017), State of the app: a taxonomy and framework for evaluating language learning mobile applications, “CALICO Journal”, 34(2), pp. 243–258. [Google Scholar]
  15. Rospigliosi P.A. (2022), Metaverse or Simulacra? Roblox, Minecraft, Meta, and the turn to virtual reality for education, socialization and work, “Interactive Learning Environments”, 30(1), pp. 1–3. [Google Scholar]
  16. Smutny P. (2022), Learning with virtual reality: A market analysis of educational and training applications, “Interactive Learning Environments,” 31(10), pp. 6133–6146. [Google Scholar]
  17. Velev D., Zlateva P. (2017), Virtual reality challenges in education and training, “Int. J. Learn. Teach.”, 3, pp. 33–37. [Google Scholar]
  18. Wesoła B. (2022), Edukacja w Polsce wymaga zmian. https://strefaedukacji.pl/edukacja-w-polsce-wymaga-zmian-ekspert-proponuje-rozwiazania-sama-zdawalnosc-to-za-malo-nie-kazdy-uczen-musi-miec-wyzsze/ar/c5-16953779 [accessed: 20.05. 2023]. [Google Scholar]
  19. XR Guru blog (2022), Virtual Reality is the Next Step in Language Learning. https://www.xrguru.com/blog/2022/01/virtual-reality-is-the-next-step-in-language-learning [accessed: 20.05. 2023]. [Google Scholar]
  20. Zhang D., Wang M., Wu J.G. (2020), Design and Implementation of Augmented Reality for English Language Education; in Augmented Reality in Education, Cham, China. [Google Scholar]

Скачивания

Данные скачивания пока недоступны.

Наиболее читаемые статьи этого автора (авторов)