Abstract :
This research investigates the perceptions of students within the hospitality management program at Politeknik Negeri Lampung (Polinela) regarding the utilization of Virtual Reality (VR)-based learning in English for Hospitality, a specialized branch of English for Specific Purposes (ESP). With a qualitative approach, the study aims to uncover students’ perspectives on both the challenges encountered and the aspects appreciated in the context of VR-based language learning. The participants, comprising 23 individuals, responded to open-ended questions that aimed to delve into their experiences. The findings shed light on the feasibility and effectiveness of VR-based learning, with the majority of participants reporting minimal difficulties. Appreciation for the immersive learning experience, novelty, realism, and engagement factors were evident in their responses. This research contributes to the understanding of incorporating innovative technologies like VR in ESP contexts, highlighting the need to address technical challenges and optimize language support for a diverse learner population. The outcomes offer insights into the potential of VR-based learning to enhance language acquisition within specific vocational domains.
Keywords :
English for Specific Purposes, ESP, hospitality management, Language Learning, students' perceptions, Virtual Reality.References :
- Abuhassna, S., & Al-Samarraie, H. (2020). Virtual Reality and Augmented Reality Language Learning: A Systematic Review. Computers in Human Behavior, 110, 106380.
- Chang, Y. C., Chang, H. L., Hung, Y. H., & Chen, Y. T. (2018). A Study of the Effects of Virtual Reality-Based Personalized Learning Space on English Learning. Interactive Learning Environments, 26(7), 871-885.
- Chen, S., & Wang, H. (2021). Teaching Hotel English Communication Skills through Virtual Reality. Journal of Hospitality, Leisure, Sport & Tourism Education, 28, 100356.
- Chittaro, L., & Ranon, R. (2007). Web and VR-Based Virtual Museums: How Effective? International Journal of Human-Computer Interaction, 22(3), 59-84.
- Cravotta, J. S. (2010). English for Hospitality and Tourism: A Handbook for Instructors and Curriculum Developers. University of Massachusetts Dartmouth.
- Dascal, J., Reid, M., IsHak, W. W., Spiegel, B., Recacho, J., Rosen, B., & Danovitch, I. (2017). Virtual Reality and Medical Inpatients: A Systematic Review of Randomized, Controlled Trials. Innovations in Clinical Neuroscience, 14(1-2), 14-21.
- Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Lawrence Erlbaum Associates.
- Dudley-Evans, T., & St John, M. J. (1998). Developments in English for Specific Purposes: A Multi-Disciplinary Approach. Cambridge University Press.
- Fominykh, M., Moro, C., Sibilla, M., & Lorenzo, G. (2018). Virtual Reality for Learning: A Comparative Review of Approaches and Platforms. In Proceedings of the European Conference on Games Based Learning (Vol. 1, p. 195). Academic Conferences International Limited.
- Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centered Approach. Cambridge University Press.
- Kizilcec, R. F., Papadopoulos, K., & Sritanyaratana, L. (2017). Showing Face in Video Instruction: Effects on Information Retention, Visual Attention, and Affect. Journal of Computer Assisted Learning, 33(3), 206-218.
- Li, C., Zhu, Y., & Li, J. (2021). The Role of Learners’ Perceptions in Foreign Language Learning: A Systematic Review. Language Teaching Research, 25(3), 311-333.
- Li, H., & Ma, X. (2017). Effects of virtual reality on English vocabulary learning: A meta-analysis. ReCALL, 29(2), 144-164.
- Li, H., Ren, C., & Li, N. (2018). Using Augmented Reality to Enhance the Museum Learning Experience: A Review of Design and Evaluation Frameworks. Educational Technology & Society, 21(3), 165-178.
- Li, Y., Ying, S., & Chen, Q. (2022). An Experiential Learning-Based Virtual Reality Approach to Foster Students’ Vocabulary Acquisition and Learning Engagement in English for Geography. Sustainability, 1-14. doi:10.3390/su142215359h
- Liu, M., Horton, L., Olmanson, J., Toprac, P., & Choi, I. (2017). Learning in 3D Immersive Environments: Outcomes and Opportunities. Educational Media International, 54(4), 263-280.
- MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15(1), 3-26. doi:10.1177/0261927X960151001
- Mercer, S. (2011). Language Learner Motivation: Insights from the Theory of Positive Disintegration. Innovation in Language Learning and Teaching, 5(2), 153-174.
- Slater, M., & Wilbur, S. (1997). A Framework for Immersive Virtual Environments (FIVE): Speculations on the Role of Presence in Virtual Environments. Presence: Teleoperators & Virtual Environments, 6(6), 603-616.
- Valmaggia, L. R., Latif, L., Kempton, M. J., & Rus-Calafell, M. (2016). Virtual Reality in the Psychological Treatment for Mental Health Problems: An Systematic Review of Recent Evidence. Psychiatry Research, 236, 189-195.