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Procedia Computer Science 00 (2021) 000–000
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Procedia Computer Science 192 (2021) 1385–1392

25th International Conference on Knowledge-Based and Intelligent Information & Engineering

Systems (KES 2021)

Use of Virtual Reality in Non-Native Language Learning and

Teaching
Blanka Klimova*
University of Hradec Kralove, Rokitanskeho 62, 500 03 Hradec Kralove, Czech Republic

Abstract

New emerging technologies, particularly in this COVID-19 era, have increased in their use more than ever. This concerns also their
use in educational settings. At present, virtual reality (VR) has become a powerful and invaluable tool in teaching and learning
processes. Although VR is not used in non-native language learning and teaching (NLLT) as much as in natural sciences, the use
of VR technologies in NLLT is growing. In fact, language immersion is considered to be the most effective way of learning a
foreign language. The purpose of this article is to review and discuss a potential of VR in NLLT. The findings of this review study
reveal that VR technologies penetrate NLLT, but their use is still limited due to certain barriers, such as a lack of technical skills
among teachers or higher costs. Consequently, research in NLLT is then small-scale. Nevertheless, VR technologies thanks to their
immersive and authentic/real-life environment have a lot to offer to a second language learner, e.g. development of learner
autonomy, achievement of better learning results, or personalized approach to learning. However, more attention should be paid to
the development of collaborative learning.
© 2021 The Authors. Published by Elsevier B.V.
© 2021 The Authors. Published by ELSEVIER B.V.
This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0)
This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0)
Peer-review under responsibility of the scientific committee of KES International.
Peer-review under responsibility of the scientific committee of the KES International
Keywords: Virtual reality; foreign language learning and teaching; benefits; pitfalls

1. Introduction

At present, virtual reality (VR) has become a powerful and invaluable tool in teaching and learning processes [1-
2]. VR is defined as a computer application that enables its users to experience immersive, three dimensional visual

* Corresponding author. Tel.: +0-000-000-0000 ; fax: +0-000-000-0000 .

E-mail address: author@institute.xxx

1877-0509 © 2021 The Authors. Published by ELSEVIER B.V.

This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0)
Peer-review under responsibility of the scientific committee of the KES International

1877-0509 © 2021 The Authors. Published by Elsevier B.V.

This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0)
Peer-review under responsibility of the scientific committee of KES International.
10.1016/j.procs.2021.08.141
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2 Author name / Procedia Computer Science 00 (2021) 000–000

and audio simulations [3], as well as actively interact in this new learning environment. At present, there are three
types of virtual environments [2]:
• non-immersive virtual environments which are immersive implementations of VR technology with the lowest
level of immersion that can be accessed by using high resolution monitors
• semi-immersive virtual environments that allow its users to partially immerse in the virtual environment (e.g.
flight simulators)
• immersive virtual environments where users feel a realistic experience, since they are immersed in a 3D virtual
environment, with the use of Head-Mounted Displays (HMDs), the user has a great field of vision (e.g. VR apps).
VR provides both teachers and students with a great potential since it allows for the use of multiple senses (e.g.,
touch, sense of heat, smell), which are used simultaneously during the learning process [4]. Research shows that the
visual aspects and interaction with the multimedia system are the most preferred features among university students
in comprehending the subject matter [5]. Especially in education, VR facilitates and enhances students’ understanding
of abstract concepts in a realistic way [4]. Therefore, it is widely used in health and engineering sciences, where
students, thanks to VR, have an opportunity to try out simulated realistic scenes. In fact, the findings of a recent review
research study [6] indicates that VR was mainly used in biology, chemistry, physics, engineering and architecture, and
medicine, while other sciences were present only marginally (Fig. 1 below).

Fig. 1. Percentage of articles per subject area, modified according to [6].

VR is closely related to the theory constructivism, which claims that knowledge is constructed through a person’s
experience and interaction with the environment. VR provides an exploratory learning environment in which a learner
interacts with virtual objects in real time and thus s/he acquires new knowledge or skill through experimentation [7].
No wonder then that VR is becoming a powerful tool in providing training in commercial and enterprise environments
[8] where it offers the following benefits:
• it helps increase safety in on-the-job training
• it is relatively low-cost
• it contributes to the increased productivity
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Author name / Procedia Computer Science 00 (2021) 000–000 3

• it saves time and money with remote learning

• it meets different learning styles
• it makes training enjoyable and engaging
The purpose of this article is to review and discuss a potential of VR in non-native language learning and teaching.

2. Benefits and pitfalls of the use of VR in non-native language learning and teaching

Although VR is not used in non-native language learning and teaching (NLLT) as much as in natural sciences [4,
6], the use of VR technologies in NLLT is growing [2]. In fact, language immersion is considered to be the most
effective way of learning a foreign language [9]. Learning a foreign language via VR became a new concept, which
has been coined as Virtual Reality Assisted Language Learning (VRALL) in 2018 [10].
However, fully immersive VR systems are still limited in spite of the availability of relatively cheap google
cardboards. In addition, VR technologies are mainly used in university settings with focus on teaching English as a
foreign language [2]. Research also indicates that VR employs especially lower-level cognitive skills, while higher-
level cognitive skills are being slightly neglected [2, 6].
Nevertheless, despite the above-mentioned shortcomings, VR has a great potential in NLLT since it offers a second
language learner to fully immerse in a flexible learning environment, interact within it, simulating real life situations
[11]. In particular, the VR environment enables to incorporate kinesthetic learning in language education. Research
shows that people remember more, up to 90%, by doing things [12]. This has been confirmed by studies in the field
of neuroscience. Repetto [13] maintains that a virtual motion (a motion performed in the virtual world with a body
part that is actually steel) associated to action words can enhance verbal memory if the environment is seen as real-
life. Furthermore, Vázquez et al. [14] reveal in their research study that virtual kinesthetic learners exhibited
significantly higher retention rates after a week of exposure than all other conditions and higher performance than
non-kinesthetic virtual reality learners. Moreover, Tseng et al. [15] show that VR mediation positively affected
students’ achievement results provided that students worked autonomously in the individual and paired work
conditions. Legault et al. [11] expand that the VR environment is particularly suited for less successful learners who
in their study on non-native language vocabulary profited more than successful learners of second language.
Generally, it seems that students improve their proficiency level by using VR technologies [16]. They are also
motivated to discover target language culture [17].
Furthermore, research reveals that it is especially the feature of gamification that stimulates and motivates a learner
to engage in non-native language learning [18-21]. Chen and Hsu [22] suggest that the interaction feature of the VR
application and the challenges of game-based design enable students to enter the state of flow easily and enhance their
motivation to learn.
Currently, empirical studies on the use of VR technologies in NLLT are still small-scale. Research findings indicate
that the VR technologies are mainly exploited in the development of speaking, listening and reading skills, as well as
the development of vocabulary, while the development of writing skills remains neglected [2].
Fig. 2 below lists the key benefits and pitfalls of the use of VR technologies in NLLT.
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Benefits

•authentic, real-life environment

•multi-sensory environment
•higher motivation
•increased retention of new knowledge and skills
•better achievement results
•reflection of different learning styles
•development of problem-solving creativity
•increased person's self-confidence and reduction of anxiety of second language learning
•active participation of a learner
•development of learner autonomy

Pitfalls

•higher costs of software

•lower IT skills of teachers
•development of predominantly lower-cognitive skills
•development of addiction to the use of VR technologies
•a lack of collaborative learning

Fig. 2. An overview of the benefits and pitfalls of the use of VR for NLLT

3. VR mobile applications used in NLLT

Nowadays, students use mainly mobile devices, such as a smartphone. In fact, more than 90% of young adult
learners at the age of 18-29 years own a smartphone [23] and use it on a daily basis because it is portable, ubiquitous
and interactive [24]. Therefore, they predominantly exploit VR in form of mobile applications while using a google
cardboard or VR headset [2, 10]. The accessible VR mobile applications (apps) on the market and used by second
language students for their non-native language learning seem to be according to the research findings [10, 18] the
following three VR mobile apps:
• VirtualSpeech-VR Courses - this app is not aimed primarily on non-native language learning, but it mainly
develops business skills. As Symonenko et al. [18] claim it can be successfully exploited in business English
language courses. In addition, its function of speech analysis enables students to get feedback on their speeches,
record all the speeches and have the progress results (Fig. 3) [25].
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Fig. 3. Screenshot from the main menu of VirtualSpeech-VR Courses App [25].

• Mondly VR: Learn Languages in VR – this app focuses on non-native language learning. Moreover, it operates in
33 different languages. It has two sections: a vocabulary section and a conversation section. A learner studies new
words and phrases in context (e.g. in a restaurant or at the post office), practices other language skills, i.e. listening
and reading, as well as s/he is provided a feedback on his/her pronunciation (Fig.4) [26].

Fig. 4. Screenshot from the main menu of Mondly VR: Learn Languages in VR App [26].

• VR Learn English App – once again, this app is aimed at learning English as a second language. In fact, this app
enables a learner to walk inside the house with its different rooms and objects. The learner walks around various
objects and by pointing them with his/her VR headset, the app provides its corresponding name and shows it on
the learner’s screen. The learner listens to the pronunciation of the word, repeats it and memorize it (Fig.5) [27].
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Fig. 5. Screenshot from the main menu of VR Learn English App [27].

The descriptions of the apps mentioned above indicate that the only skill, which is not practiced is the skill of
wiring. Otherwise, the content of the app attempts to teach the target language in context through meaningful activities
with a special focus on the development of vocabulary and in one case [26] also grammar structures. This is
particularly true for VirtualSpeech-VR Courses app and Mondly VR: Learn Languages in VR app.
However, not much attention is paid to collaborative learning, which appears to be crucial for learning a non-native
language because it facilitates understanding, develops relationships or stimulates critical thinking. As Gonzalez-
Lloret [28] states, by using collaborative technology‐mediated tasks, productive language skills (speaking and
writing) and the type of interaction that facilitates non-native language learning and motivates students to continue
improving their language skills may be enhanced. All the described apps seem to focus on individual learning, i.e.
learners do not interact with each other.
In addition, drill-based activities, such as the repetition of new words and phrases, respectively the whole
presentation, does not offer any innovative learning. Therefore, the potential, which the VR technologies offer, i.e.
creation of new opportunities for developing immersive and interactive learning environments based on collaborative,
constructive or experiential learning approaches, has not been challenged in NLLT [10].

4. Conclusion

Thus, the findings of this review study reveal that VR technologies penetrate NLLT, but their use is still limited
due to certain barriers, such as a lack of technical skills among teachers, development of addiction to the use of VR
technologies, or higher costs. Consequently, research in NLLT is then small-scale. Nevertheless, VR technologies
thanks to their immersive and authentic/real-life environment have a lot to offer to a second language learner, e.g.
development of learner autonomy, achievement of better learning results, increased retention of new knowledge and
skills, or personalized approach to learning. In addition, the content of the apps attempts to teach the target language
in context through meaningful activities. However, more attention should be paid to the development of collaborative
learning.

Acknowledgements

This article is supported by the SPEV project 2021, run at the Faculty of Informatics and Management, University
of Hradec Kralove, Czech Republic. The author thanks Aleš Berger for his help with the data collection.
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Author name / Procedia Computer Science 00 (2021) 000–000 7

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