가상현실(VR)에 기반한 영어발음 학습콘텐츠 요구도
Need for Learning English Pronunciation Contents Based on Virtual Reality
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초록
Purpose) The purpose of this study is to understand the college students' needs for the development of learning contents in English pronunciation education using virtual reality (VR). (Design/methodology/approach) The survey was conducted using a structured questionnaire for 281 college students in D University from January 3-10, 2020. The questionnaire consists of questions related to English learning status, awareness of VR based English pronunciation learning, educational contents and methods. (Findings) Among English learning contents, 80.2% of the students chose ‘travel’ for their preferred contents. The findings reveal that the students expected that VR-based English learning contents should be developed based on speaking and listening (72.2%), learners’ selective use (75.0%), consideration of the difficulty level according to the individual learner’s level (81.3%) and preference (77.9%). In addition, there was a significant difference in the subjective level of English competencies as the 'very good' group showed high knowledge of VR, future utilization, and intention to participate in VR English education program (P <0.05). (Research implications or Originality) Therefore, the findings of this research suggest that English pronunciation learning contents using VR can be useful in English education when developed as a customized program reflecting the individual learner’s level.
Abstract
Purpose) The purpose of this study is to understand the college students' needs for the development of learning contents in English pronunciation education using virtual reality (VR). (Design/methodology/approach) The survey was conducted using a structured questionnaire for 281 college students in D University from January 3-10, 2020. The questionnaire consists of questions related to English learning status, awareness of VR based English pronunciation learning, educational contents and methods. (Findings) Among English learning contents, 80.2% of the students chose ‘travel’ for their preferred contents. The findings reveal that the students expected that VR-based English learning contents should be developed based on speaking and listening (72.2%), learners’ selective use (75.0%), consideration of the difficulty level according to the individual learner’s level (81.3%) and preference (77.9%). In addition, there was a significant difference in the subjective level of English competencies as the 'very good' group showed high knowledge of VR, future utilization, and intention to participate in VR English education program (P <0.05). (Research implications or Originality) Therefore, the findings of this research suggest that English pronunciation learning contents using VR can be useful in English education when developed as a customized program reflecting the individual learner’s level.
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