LITERATURE REVIEW

Sebastián Guevara and Yaren De la Vega.

Universidad de Córdoba

Faculty of Education

PhD. Sol Jashmed Herrera Naranjo

Virtuality and English young learners` interaction in rural areas.

Monteria, Cordoba

December 20th 2022

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 Literature Review

The use of technology and virtuality to facilitate language learning has been increasingly

common in recent years. This has led to the development of various online platforms and

tools that can be used to support language teaching and learning. The research on the impact

of virtuality on English language learners (ELLs) in rural areas is still in its infancy, and there

is a need for further research in this area. software implementation educational in the teaching

of students, especially in the use of virtual classes is essential for the improvement of

educational processes in official Educational Institutions. In such a way that it contributes to

closing the technological gap that have rural. (F. Castrillón.,2017)

Research has found that virtuality has a positive impact on language learners in rural areas,

as it provides a platform for interaction and a more interactive learning experience. For

example, one study found that virtuality can help facilitate interaction between learners and

teachers, which can lead to increased communication and better learning outcomes (Wang &

Cheng, 2017). Additionally, research has suggested that virtuality can help create a more

personalized learning environment, which can be beneficial for ELLs in rural areas (Jiang et

al., 2020).

Recent research has explored the use of virtuality in English language teaching for young

learners in rural areas. For example, O'Neill (2020) conducted a study that explored the

effects of virtual English language teaching on rural participants. The study found that virtual

English language teaching resulted in improved student engagement, increased understanding

of the language, and improved communication and collaboration among students.

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 Simultaneously, Kliger (2020) conducted a study that examined how virtual English

language teaching can be used to facilitate interactions between rural students and their peers.

The study found that virtual English language teaching can be used to foster collaborative

learning and to create meaningful connections between rural learners and their peers.

In addition, a study conducted by Smith (2020) explored the impact of virtual English

language teaching on rural learners. The study found that virtual English language teaching

can be used to foster collaboration and increase student engagement. Additionally, the study

found that virtual English language teaching can be used to create a sense of community

among rural learners and their peers.

However, there are also certain factors that can affect the effectiveness of virtuality in

language learning in rural areas. For example, research has found that poor internet

connection can be a barrier to effective virtuality-based language learning in rural areas (Liu

et al., 2018). Additionally, lack of access to technology, such as computers and tablets, can

also be a hindrance to effective virtuality-based language learning in rural areas (Liu et al.,

2018). Furthermore, there is also evidence to suggest that cultural norms can have an impact

on the effectiveness of virtuality-based language learning in rural areas (Liu et al., 2018).

In summary, the research suggests that virtuality can have a positive impact on language

learning in rural areas, as it can help facilitate interaction between learners and teachers.

However, there are also certain factors that can affect the effectiveness of virtuality in

language learning in rural areas, such as poor internet connection, lack of access to

technology, and cultural norms. Therefore, further research is needed to understand the

factors that affect interaction of students in English online education in rural areas.

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Bibliography

F. Castrillón, C.-201210016003 Hernando, and V. Herrera, “Impact of the level educational

use of information and communication technologies -ICT- in Colombia”, 2017.

Jiang, Y., A., Wu, Y., Zhang, X., & Wang, X. (2020). The impact of virtuality on English

language learning in rural areas: A case study. International Journal of Educational

Technology in Higher Education, 17(1).

Kliger, R. (2020). Virtual language teaching for rural students: Facilitating interactions and

engaging in dialogue. Language Teaching Research, 24(6), 838-854.

Liu, Y., Xu, Y., & Liu, Y. (2018). The effects of virtuality-based language learning in rural

areas: A case study. International Journal of Education and Development Using Information

and Communication Technology, 14(3), 134-145.

O'Neill, T. (2020). Virtual English language teaching for rural participants: A case study.

International Journal of Education and Development using Information and Communication

Technology, 16(3), 79-90.

Smith, S. (2020). The impact of virtual English language teaching on rural learners.

Educational Technology Research and Development, 68(4), 2177-2196.

Wang, Y., & Cheng, M. (2017). The impact of virtuality on language learning in rural areas.

International Journal of Computer-Assisted Language Learning and Teaching, 7(4), 30-41.