Virtual reality has attracted the interest of the research community due to the endless possibilities it offers in the educational arena. Although a wide range of applications already exists, further research is required to establish effective practices for a fruitful classroom implementation. This quantitative research of a sample of 37 primary school students explores the educational affordances and students’ perceptions of virtual reality systems as supportive tools for teaching English as a foreign language. To address the objective of the study, an evaluation test and a questionnaire were administered to the participants. The results showed a positive outcome on students’ performance, since it motivated them to visualize abstract knowledge within the virtual world without having to leave the comfort zone of their classroom. The current work revealed the growing potential of VR in the teaching and learning practices and can serve as a reference point for studies to follow. The vision of further agenda on the dynamics of virtual reality in the field of foreign language education is highlighted. Finally, implications for the implementation of VR in the educational system in Cyprus are discussed.
virtual reality (VR), educational technology, primary education, students, Google Cardboard, Google Expeditions, English as a Foreign Language (EFL), constructivism
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