Virtual reality-assisted language learning: A follow-up review (2018–2022)

Virtual reality (VR) is considered an emerging technology in language education in a previously published review article, which reviews 26 articles on VR-assisted language learning (VRALL) published between 2015 and 2018. VR technology has been developing rapidly and receiving much more attention in language learning, especially in the post-pandemic era. Therefore, following up, this paper tracks the new trends of VRALL by reviewing 38 empirical studies published between 2018 and 2022. The main findings are: (1) the scope of research on VRALL has expanded in terms of number of studies, type of participants, research focus, language and language skill, and type of VR technology investigated; (2) more cognitive and affective benefits as well as drawbacks of VRALL have been reported than before. Implications are drawn for practitioners and researchers in the field of VRALL

Gender differences in college students’ achievement in teaching English as a foreign language using inquiry-based learning

Gender becomes one of the essential factors that are always considered in the various relationships among variables in the educational field. The purpose of this study is to examine the involvement of gender differences in the enhancement of college students’ English achievement using inquiry-based learning.  A quasi-experimental two-way factorial design among groups was applied to carry out this study.  300 Indonesian EFL (English for Foreign Language) college students were randomly   allocated to one of two groups. The experimental group (N = 150) consisted of 85 females and 65 males who were given inquiry-based learning. Meanwhile, the control group (N = 150) contained 75 males and 75 females who were given direct learning. An achievement English test containing 50 multiple choice problems was administered to them before and after their involvement.  The data was analyzed using some tests such as the independent sample t-test, paired sample t-test and factorial between two groups ANCOVA (Analysis of Covariance) and SPSS v.29 was used to promote these analyses. The results of this recent study showed that the intervention of inquiry-based learning has a significant and positive effect on enhancing college students’ EFL achievement. Moreover, there is significant evidence that gender differences are involved in the enhancement of college students’ English achievement in inquiry-based learning. There is a statistically significant relationship between gender and inquiry-based learning. This study implies that inquiry-based learning can be applied to enhance students’ achievement in Indonesian EFL colleges

Mobile device-based authentic learning in educational environments systematic review

The rapid growth of mobile technology has opened new opportunities for learners to engage in authentic learning activities. The aim of this systematic review is to provide a synthesis of research on mobile device-based authentic learning in educational environments. This review has analyzed 72 studies published between 2010 and 2019 (until mid-November) in terms of major research purposes, methodologies, research outcomes, subject matter domains, educational levels, educational contexts and geographical distributions. Three research questions guided the review process. The findings showed the major research purpose of a majority of the studies was about investigating the effects of mobile device-based authentic learning on students. Researchers have mostly used mixed-methods research to examine the learning phenomena with a majority of the studies reporting positive learning outcomes. The analysis showed that science and literacy are the most represented content areas, while most of the studies were carried out at the elementary school level. More research was conducted in informal contexts than any other contexts, and the most predominantly used mobile device type was tablet computers. The findings revealed that there is a disproportionate distribution of studies in the literature in terms of geographical contributions as studies tend to concentrate on specific countries or regions

Instruments’ validation of access to motivation, skills, and use of digital technology: EFL context in Indonesia

The purpose of this study was to validate instruments regarding digital technology access among Indonesian English as a Foreign Language (EFL) faculty members during the Corona Virus Disease 2019 (COVID-19). An EFL Faculty member’s Access to Digital Technology (EFL-FADT) scale was adopted from previous relevant studies consisting of Motivation, Skills, and Use. A total of 235 EFL faculty members from three public and three private universities in Indonesia participated in this study, selected through cluster random sampling. A survey design was applied to examine the factor structure of the EFL-FADT. The survey data were computed through the steps of Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) with IBM SPSS 23 and SPSS AMOS 23. Through the EFA with Varimax rotation, two factors emerged from Motivation, three from Skills, and two from Use. The result successfully mapped the proposed model. The CFA approach verified the instrument which was satisfactory for Indonesian EFL faculty members. The findings informed 25 valid and reliable indicators. The measured scale achieves psychometric properties. It can provide future studies with a tool to capture EFL faculties’ access to digital technology