Exploring L2 educators' training and professional development needs in VR English language learning

Abstract

Virtual Reality technology has garnered increasing attention and utilization within language education. The research explored the multifaceted challenges and opportunities L2 educators encounter in Iran when integrating VR technology into language instruction and when focusing on educators' perceptions of VR technology and the training gaps they identify. The researchers adopted a qualitative case study design. The selection of cases involved purposive sampling. The study included a total number of 23 L2 educators from language institutions in Iran. In the current study the researchers administered a qualitative case study design, focusing on the experiences of educators in real-world settings where VR technology was being used or considered for language instruction. Research findings reveal that educators encounter significant training gaps related to VR technology, emphasizing the critical need for comprehensive training programs. The implications of this study underscore the importance of equipping educators with the knowledge and skills required to harness VR's potential for enhancing language instruction. Training programs should encompass technical proficiency, pedagogical competence, administrative navigation, collaborative learning, alignment with learning goals, and ongoing professional development. By addressing these multifaceted needs, institutions and organizations can empower educators to leverage VR effectively, fostering engaging and effective language learning experiences for students.

Keywords

• VR language learning
• Teacher training
• Professional development
• Language education
• Virtual reality