Sociocultural Cognitive Development (SCCD) of language learning in an extended reality environment

Cheeli Bhagya-Prabhashini

doi:10.31893/multirev.2024209

Keywords:

Abstract

The present technology provides multifaceted aid in education through teaching and learning. Synchronous and asynchronous teaching-learning became popular with regular add-on updates with the required amendments, as f2f teaching has restrictions. One such advancement is extended reality (XR) technology in language learning, which has accelerated since the pandemic. Despite the increased use of technology in teaching and learning, few studies concerning sociocultural cognitive development (SCCD) are available. Therefore, this study is concerned with the possibility of Vygotsky’s sociocultural grounds in extended reality (XR) being used as an enriched resource in English language learning (ELL). On this occasion, the study reviews recent scholarly articles on XR tools in language learning to determine how the sociocultural components of XR contribute to potential learning in achieving its outcomes.
References
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2. Aldossari, S., & Alsuhaibani, Z. (2021). Using Augmented Reality in Language Classrooms: The Case of EFL Elementary Students. Advances in Language and Literary Studies, 12(6), 1–8. https://files.eric.ed.gov/fulltext/EJ1339045.pdf
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6. Belda-Medina J., (2022). Using augmented reality (ar) as an authoring tool in EFL through mobile computer-supported collaborative learning. Teaching English with Technology, 22(2), 115-135, http://www.tewtjournal.org
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Bhagya-Prabhashini, C. (2024). Sociocultural Cognitive Development (SCCD) of language learning in an extended reality environment. Multidisciplinary Reviews, 7(11), 2024209. https://doi.org/10.31893/multirev.2024209

[1] Akdere, M., Acheson, K., & Jiang, Y. (2021). RETRACTED: An examination of the effectiveness of virtual reality technology for intercultural competence development. International Journal of Intercultural Relations. https://doi.org/10.1016/j.ijintrel.2021.03.009

[2] Aldossari, S., & Alsuhaibani, Z. (2021). Using Augmented Reality in Language Classrooms: The Case of EFL Elementary Students. Advances in Language and Literary Studies, 12(6), 1–8. https://files.eric.ed.gov/fulltext/EJ1339045.pdf

[3] Asquith, S., & Frazier, E. (2022). Using augmented reality for collaborative multimodal storytelling. Intelligent CALL, granular systems and learner data: Short papers from EUROCALL 2022, 7–11. https://doi.org/10.14705/rpnet.2022.61.1426

[4] Asratie, M. G., Wale, B. D., & Aylet, Y. T. (2023). Effects of using educational technology tools to enhance EFL students’ speaking performance. Education and Information Technologies, 28(8), 10031-10051. https://doi.org/10.1007/s10639-022-11562-y

[5] Beder, P. (2012). Language learning via an android augmented reality system. (Master’s thesis). School of Computing Blekinge Institute of Technology, Sweden. https://www.diva-portal.org/smash/get/diva2:833398/FULLTEXT01.pdf

[6] Belda-Medina J., (2022). Using augmented reality (ar) as an authoring tool in EFL through mobile computer-supported collaborative learning. Teaching English with Technology, 22(2), 115-135, http://www.tewtjournal.org

[7] Belda-Medina, J. & Marrahi-Gomez, V. (2023). The Impact of Augmented Reality (AR) on Vocabulary Acquisition and Student Motivation. Electronics, 12, 749. https://doi.org/10.3390/electronics12030749

[8] Berti, M., Maranzana, S., & Monzingo, J. (2020). Fostering cultural understanding with virtual reality: A look at students' stereotypes and beliefs. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 10(1), 47-59. https://doi.org/10.4018/ijcallt.2020010104

[9] Binhomran, K., & Altalhab, S. (2021). The Impact of Implementing Augmented Reality to Enhance the Vocabulary of Young EFL Learners. JALT CALL Journal, 17(1), 23-44. https://files.eric.ed.gov/fulltext/EJ1313360.pdf

[10] Chen, H. I., & Sevilla-Pavón, A. (2023). Negotiation of meaning via virtual exchange in immersive virtual reality environments. Language Learning & Technology, 27(2), 118–154. https://hdl.handle.net/10125/73506

[11] Cherry, K. (2022). What is Sociocultural Theory? VeryWell Mind. https://www.verywellmind.com/what-is-sociocultural-theory-2795088 . Accessed on February 20, 2024.

[12] Dengel, A., Iqbal, M. Z., Grafe, S., & Mangina, E. E. (2022). A review on augmented reality authoring toolkits for education. Frontiers Virtual Real, 3, 798032. https://doi.org/10.3389/frvir.2022.798032

[13] Flotynski, J. (2020). Knowledge-Based Explorable Extended Reality Environments, Springer Nature Switzerland. www.books.google.com.sa

[14] Gpoen, K. S. I., & Zeybek, G. (2022). Using QR code enhanced authentic texts in EFL extensive reading: A qualitative study on student perceptions. Education and Information Technologies, 27, 2039–2057. DOI:10.1007/s10639-021-10695-w

[15] Greenwood, A. T., & Wang, M. (2018). Augmented reality and mobile learning: Theoretical foundations and implementation. In H.Crompton & J.Traxler (Eds.) Mobile Learning And Higher Education. (pp.41-55). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315296739-5/augmented-reality-mobile-learning-andrew-greenwood-minjuan-wang

[16] Gu, X., Yu, T., Huang, J., Wang, F., Zheng, X., Sun, M., & Li, Q. (2023). Virtual-Agent-Based Language Learning: A Scoping Review of Journal Publications from 2012 to 2022. Sustainability, 15(18), 13479. https://doi.org/10.3390/ su151813479

[17] Hu, L., Yuan, Y., Chen, Q., Kang, X., & Zhu, Y. (2022). The practice and application of AR games to assist children’s English pronunciation teaching. S.Bin (Ed.) Occupational Therapy International, (pp. 1–12). https://doi.org/10.1155/2022/3966740

[18] Karacan, C. G., & Akoglu, K. (2021). Educational augmented reality technology for language learning and teaching: A comprehensive review. Shanlax International Journal of Education, 9(2), 68-79. https://doi.org/10.34293/education.v9i2.3715

[19] Khoshnevisan, B. (2020). The effects of augmented Reality (AR)-infused idiom material on Iranian Students’ idiom achievements, motivation, and perceptions. (Doctoral thesis). The University of South Florida, USA. https://digitalcommons.usf.edu/etd/8234/

[20] Kim, J., Zhao, H., & Diskin-Holdaway, C. (2022). Willingness to communicate and second language fluency: Korean-speaking short-term sojourners in Australia. Languages, 7(2), 112. https:// doi.org/10.3390/languages7020112

[21] Klimova, B., & Pikhart, M. (2022). Application of corrective feedback using emerging technologies among L2 university students. Cogent Education, 9(1), 2132681. https://doi.org/10.1080/2331186X.2022.2132681

[22] Kluge, M.G., Maltby, S., & Kuhne, C. (2023). Comparing approaches for selection, development, and deployment of extended reality (XR) teaching applications: A case study at The University of Newcastle Australia. Education and Information Technologies, 28(4), 4531–4562. https://doi.org/10.1007/s10639-022-11364-2

[23] Koc, O., Altun, E., & Yuksel, H.G. (2022). Writing an expository text using augmented Reality: Students’ performance and perceptions. Education and Information Technology, 27, 845-866. https://doi.org/10.1007/s10639-021 10438-x

[24] Kramsch, C. (2004). Language, thought, and culture. In A. Davies & C. Elder (Eds.), The Handbook of Applied Linguistics (pp. 235 261). Blackwell Publishing Ltd. https:// doi.org/10.1002/9780470757000.ch9

[25] Kruiper, S. M., Leenknecht, M. J., & Slof, B. (2022). Using scaffolding strategies to improve formative assessment practice in higher education. Assessment & Evaluation in Higher Education, 47(3), 458-476. https://doi.org/10.1080/02602938.2021.1927981

[26] Lai, J.-Y., & Chang, L.-T. (2021). Impacts of Augmented Reality Apps on First Graders’ Motivation and Performance in English Vocabulary Learning. SAGE Open, 11(4). https://doi.org/10.1177/21582440211047549

[27] Marrahí-Gomez, V., & Belda-Medina, J. (2022). The Application of Augmented Reality (AR) to Language Learning and its Impact on Student Motivation. International Journal of Linguistics Studies, 2(2), 07–14. https://doi.org/10.32996/ijls.2022.2.2.2

[28] Mcleod. S. (Jan, 2024). Vygotsky’s Theory of Cognitive Development. Child Psychology, Psychology. Vygotsky’s Sociocultural Theory Of Cognitive Development. https://www.simplypsychology.org/vygotsky.html. Accessed on December 31, 2023.

[29] Microsoft (2023). What is mixed reality? Get started with Mixed Reality. https://learn.microsoft.com/en-us/windows/mixed-reality/discover/mixed-reality. Accessed on January 21, 2024.

[30] Mills, N., Courtney, M., Dede, C., Dressen, A., & Gant, R. (2020). Culture and vision in virtual reality narratives. Foreign Language Annals, 53(4), 733–760. https://doi.org/10.1111/flan.12494

[31] Mills, K. A., Scholes, L., & Brown, A. (2022). Virtual Reality and Embodiment in Multimodal Meaning Making. Written Communication, 39(3), 335–369. https://doi.org/10.1177/07410883221083517

[32] Mills, K. A., Unsworth, L., & Scholes, L. (2023). Literacy for digital futures: Mind, body, text (p. 274). Taylor & Francis. Literacy for Digital Futures (oapen.org)

[33] Mourtzis, D., Angelopoulos, J., & Panopoulos, N. (2022). Operator 5.0: A survey on enabling technologies and a framework for digital manufacturing based on extended reality. Journal of Machine Engineering, 22(1), 43–69. https://doi.org/10.36897/jme/147160.

[34] Ness, I.J. (2020). Zone of Proximal Development. In: The Palgrave Encyclopedia of the Possible. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-98390-5_60-1

[35] Norouzifard. A., et al., (2023). The Effects of Gender, Age, and Educational Level on Language Achievement in AR-integrated Language Learning. Research in English Language Pedagogy. 11(2), 169-191. DOI: 10.30486/RELP.2022.1957463.1376

[36] Pack, A., Barrett, A., Liang, H., & Monteiro, D. V. (2020). University EAP students’ perceptions of using a prototype virtual reality learning environment to learn writing structure. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 10(1), 27-46. http://doi.org/10.4018/IJCALLT.2020010103

[37] Panagiotidis, P. (2021). Augmented and Mixed Reality in Language Learning. European Journal of Education, 4 (2), 28-44. https://eric.ed.gov/?q=).+Augmented+and+Mixed+Reality+in+Language+Learning.++&id=EJ1337455

[38] Pearson. Play your way to a new language. https://www.mondly.com/. Accessed on January 1, 2024

[39] Pegrum, M. (2021). Augmented reality learning: education in real-world contexts. In T. Beaven & F. Rosell-Aguilar (Eds), Innovative language pedagogy report (pp. 115-120). Research-publishing.net. https://doi.org/10.14705/ rpnet.2021.50.1245

[40] Peixoto, B., Pinto, R.D., Melo, M., Cabral, L., & Bessa, M. (2021). Immersive Virtual Reality for Foreign Language Education: A PRISMA Systematic Review. IEEE Access, 9, 48952-48962. https://doi.org/10.1109/access.2021.3068858

[41] Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 1–29. Article 103778. https://doi.org/10.1016/j.compedu.2019.103778

[42] Reinders, H., Lai, C., & Sundqvist, P. (Eds.). (2022). The Routledge handbook of language learning and teaching beyond the classroom. Routledge. https://www.perlego.com/book/3484487/the-routledge-handbook-of-language-learning-and-teaching-beyond-the-classroom-pdf

[43] Restall, G., Yao, Y., & Niu, X. (2023). Exploring the experience of Year 10 South Korean students’ English language learning in immersive virtual reality. TESOL in Context, 31(2). https://doi.org/10.21153/tesol2023vol31no2art1731

[44] Rosetta stone. Hats off to a lifetime adventure. 1Language learning app meets.https://www.rosettastone.com/. Accessed on November 29, 2023.

[45] sci-fi comedy series Red Dwarf, black mirror. https://eragon.einfochips.com/blog/post/future-of-xr-technology-and-application/ Accessed on November 30, 2023.

[46] Taguchi, N. (2023). Using immersive virtual reality for the assessment of intercultural conflict mediation. Language Learning & Technology, 27(3), 108–128. https://hdl.handle.net/10125/73534

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