Virtual Reality in TEFL Context, Instructors’ Perspectives in a Saudi University


  •  Mohammad Ali Al-Gamdi    

Abstract

The purpose of this study is to explore instructors’ perspectives in a Saudi university about using virtual reality in TEFL context. The sample of the study consisted of 6 instructors randomly selected from different faculties affiliated to Al-Baha University. The instrument of the study is based on semi-structured interviews administered to the targeted participants. The researcher used SWAT analysis to process the elicited data. The Findings of the study indicate that strength points of using virtual reality to teach English are VR is exciting, authentic, and more interactive learning style for English language learners as compared to conventional learning style, weakness points are financial setbacks of implementing VR and the inexperienced instructors who need training to implement VR to teach English. The results indicate that there is only one main threat of using VR to teach the English language in the Saudi context, namely that VR could be a distraction for some students. This study generates new insights into processes of adopting VR to teach English language in the Saudi context and the potential strength, weakness, opportunity, and threats to such adoption in the target university. The study concluded with recommendations to the concerned institutions for the betterment of using VR in EFL contexts. The researcher suggests further studies to be conducted in similar contexts for using VR in EFL institutions.



This work is licensed under a Creative Commons Attribution 4.0 License.
  • Issn(Print): 1925-4768
  • Issn(Onlne): 1925-4776
  • Started: 2011
  • Frequency: quarterly

Journal Metrics

Google-based Impact Factor (2017): 2.44

h-index (February 2018): 13

i10-index (February 2018): 19

h5-index (February 2018): 8

h5-median (February 2018): 13

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