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

Bringing fun and meaning into grammar learning: A case study of a secondary-level EFL class in Hong Kong

Popular culture materials are generally believed to have positive effects on L2 learning. This study examined the effectiveness of popular culture materials in enhancing Hong Kong EFL students’ grammar learning. In a quasi-experimental design, 20 secondary school students were taught grammar in two ways: with the use of popular culture materials, and without using such materials. The participants were given tests prior to and after the grammar lessons to measure their gains from the two teaching methods and to compare such gains, if any. A semi-structured interview was conducted afterwards to gather EFL learners’ views on the use of the new instructional materials in grammar class. Our findings in pre/post tests showed that the adoption of popular culture materials had improved the participants’ performance on the target grammar items. Thus, our selected materials proved an effective tool to help the EFL learners with their grammar learning. Findings from the interview confirmed that the participants were generally positive and supportive towards the use of popular culture materials in the grammar class, but they also expressed necessity of traditional approaches to grammar teaching

sj-docx-1-ltr-10.1177_13621688231195143 – Supplemental material for Pronunciation assessment of learners, by learners, and for learners: Effects, validity and reliability, and learners’ perception

Supplemental material, sj-docx-1-ltr-10.1177_13621688231195143 for Pronunciation assessment of learners, by learners, and for learners: Effects, validity and reliability, and learners’ perception by Congchao Hua in Language Teaching Research</p