University EAP students' perceptions of using a prototype virtual reality learning environment to learn writing structure

Austin Pack, Alex Barrett, Hai Ning Liang, Diego Vilela Monteiro

Research output: Contribution to journalArticlepeer-review

29 Citations (Scopus)


This study investigates English language learner (ELL) perceptions of using a prototype virtual reality learning environment (VRLE) designed for teaching and learning writing structure. A mixed-methods approach was used, incorporating pre- and post-participation questionnaires, as well as semi-structured interviews. Participants consisted of 10 ELLs enrolled in first year English for Academic Purposes (EAP) courses at a university in Mainland, China. Results indicate that while the majority of students enjoyed using the VRLE, they maintained varying attitudes regarding the usefulness of the VRLE. Additionally, results from a correlation analysis suggest that learners' attitudes towards the material or content being learned (EAP writing) significantly correlates with learners' attitudes towards using the VRLE for learning writing structure.

Original languageEnglish
Pages (from-to)27-46
Number of pages20
JournalInternational Journal of Computer-Assisted Language Learning and Teaching
Issue number1
Publication statusPublished - 1 Jan 2020


  • CALL
  • EAP
  • Immersive Virtual Environments
  • Technology-Mediated Pedagogy
  • Virtual Reality
  • Writing Structure

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