ENGLISH LANGUAGE LEARNING WITH VRCHAT

ENGLISH LANGUAGE LEARNING WITH VRChat

Alrakhym Baryssov

student, Astana International University,

Kazakhstan, Astana

Dinara Kaharman

scientific supervisor, Astana International University,

Kazakhstan, Astana

ИЗУЧЕНИЕ АНГЛИЙСКОГО ЯЗЫКА С ПОМОЩЬЮ VRChat

Барысов Әлрахым Мұратұлы

студент, Международный университет Астана,

Республика Казахстан, г. Астана

Қаһарман Динара Нұржанқызы

научный руководитель, Международный университет Астаны,

Республика Казахстан, г. Астана

ABSTRACT

This paper explores the possibilities of using virtual reality as a tool to improve students' English language proficiency. To achieve the aim, an experiment was conducted using the popular VRChat platform. Subject student was given opportunities to actively use VRChat to practice speaking and writing in English. During the experiment, the student was also engaged in listening and understanding English speech through the VR interface. Data analysis showed a significant improvement in the English language level of the test student after using VRChat. He showed increased grammatical accuracy, lexical diversity, and confidence in communicating in English.

АННОТАЦИЯ

Данная статья исследует возможности использования виртуальной реальности в качестве инструмента для улучшения уровня английского языка у студентов. Для достижения цели был проведен эксперимент с использованием популярной платформы VRChat. Подопытным студентом было предоставлено возможности активного использования VRChat для практики разговорной и письменной речи на английском языке. В ходе эксперимента студент также занимался прослушиванием и пониманием английской речи через VR-интерфейс. Анализ данных показал значительное улучшение уровня английского языка у подопытного студента после использования VRChat.

Keywords: pedagogy, English; virtual reality.

Ключевые слова: педагогика, английский язык; виртуальная реальность.

Introduction

Virtual reality (VR) technology has been increasingly used in language education. The use of VRchat for language learning, the platform offers a unique potential for learners to practice their English in a fun and engaging way.

Aim

The aim of the experiment is to test the effectiveness of VRchat as a tool for improving language level

Hypothesis

It is hypothesized that incorporating VRChat into English language learning curricula will lead to improved language.

Background

VRchat as a learning tool to improve English speaking skills was investigated by Cahyadi in a study conducted at Muhammadiyah Malang University. Data were collected from 30 participants, divided into 2 groups, with one group using VRchat. The study demonstrated that the VRchat group showed better speaking ability than other groups [1]. The researchers recruited 30 Thai University students into 2 groups (traditional and Vrchat group). The findings of the study showed that the VRchat group exhibited significantly higher levels of English [2].

Methods and Materials

Materials that would be used: Internet, computer, VRchat app from “Steam”, microphone and headphones, Zoom app.

The experimental object would have to pass a pre-test to verify their level of English. The participant must download an app for VR communication (VRchat) to his/her laptop. Within 4 weeks, samples had to undergo learning practice and enter Zoom conferences to evaluate the experiment process.

Steps

1. The VRChat app will be installed on the student's device, and he/she will be given individual accounts.

2. The student will receive detailed instructions on how to navigate the VRChat app and customize their avatars.

3.He/She will be introduced to VRChat environments that facilitate English conversations, such as virtual cafes, language learning groups, or discussion rooms or VR jobs.

4.Student will be encouraged to spend a minimum of 3 hours per week engaging in conversations with other English speakers in the VRChat community.

Week 1:

The pre-test was passed with an overall score of 66% (intermediate) on https://www.efset.org/ru/quick-check/. After the starting point was obtained, the experiment was continued.

The test was passed, and the second main stage - communication. To start with, the application was installed by the test subject and the Internet connection was tested. It was observed by the student that initial shyness was experienced in front of native English speakers.

Week 2:

In the main stage, the shyness in front of native speakers was completely overcome by the subject, and immersion in the stream of communication with foreigners in VR was achieved

Week 3:

Judging by the results of the test, an improvement in the subject's English was observed. Most importantly, the loss of shyness to speak English openly and the gaining of confidence in knowledge, especially the conversational part, were noticed by the student himself.

Table 1.

Test result table

Result:

Looking at the table, we can see that during the experiment, the level of English proficiency of the subject has increased. The study measured the progress of participant over a four-week period, including a pre-test and post-test. The three language skills assessed were Speaking, Reading, and Listening, expressed as percentages. In terms of Speaking, the participant initially scored at 11% in the pre-test, which gradually increased to 13% in the first week, 15% in the second week, and slightly decreased to 14% in the third week. Finally, in the post-test, their Speaking proficiency improved significantly to 19%. Regarding Reading, the participant started at a moderate level, scoring 61% in both the pre-test and the first week. However, his performance experienced a notable improvement, jumping to 80% in the second week, 85% in the third week, and reaching a high score of 91% in the post-test. For Listening, the participants initially scored 70% in the pre-test, which steadily increased to 79% in the first week. However, there was a slight decrease in his performance to 75% in the second week. Nonetheless, the participant showed improvement in the third week, reaching a score of 84%, and further progress in the post-test, with a final score of 86%. These findings suggest that the use of VR Chat positively impacted their listening abilities.

Discussion:

The study conducted by Jehma, H., & Akaraphattanawong, A., 2023 investigates the effectiveness of VRChat as a virtual learning platform for enhancing English listening skills. The findings of their research shed light on the potential benefits of VRChat. Our hypothesis that incorporating VRChat into English language curricula will improve the quality of English was right. Through the virtual environment, learners feel more comfortable and empowered to practice their English skills [2]. This finding is consistent with the sociocultural theory of learning, which emphasizes the importance of social interactions and meaningful contexts for language development [3].

Conclusion:

In conclusion, the aim of this experiment was to test the effectiveness of VRchat as a tool for improving language level. In this experiment, findings were made that the use of virtual reality is interesting and useful. The results of the study indicate that engaging in language learning in the VRchat environment led to a significant improvement in participants' language proficiency. It helps to focus more on practicing live communication with native English speakers.  Given these points in mind, we can say that this experiment will help many students.
 

References:

1. Cahyadi, P., Wardhana, D. I. A., Ansori, W. I., & Farah, R. R. (2022). ENHANCING STUDENTS’ENGLISH SPEAKING ABILITY THROUGH VRCHAT GAME AS LEARNING MEDIA. Journal of Research on Language Education, 3(2), 54-61.
2. Jehma, H., & Akaraphattanawong, A. (2023). VRChat as a Virtual Learning Platform for Enhancing English Listening Skills. International Journal of Information and Education Technology, 13(5).
3. Hausfather, S. J. (1996). Vygotsky and schooling: Creating a social context for learning. . Action in teacher education, 18(2), 1-10.