Enhancing Vocabulary Retention and Learner Engagement through Virtual Reality: A Mixed-Methods Study in EFL Context
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| Veröffentlicht in: | Bartin Üniversitesi Egitim Fakültesi Dergisi vol. 14, no. 3 (Jul 2025), p. 773-786 |
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Bartin University, Faculty of Education
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| 001 | 3240509546 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 1308-7177 | ||
| 024 | 7 | |a 10.14686/buefad.1597905 |2 doi | |
| 035 | |a 3240509546 | ||
| 045 | 2 | |b d20250701 |b d20250731 | |
| 084 | |a 230028 |2 nlm | ||
| 100 | 1 | |a Çakici, Begüm |u Inst., Maltepe University | |
| 245 | 1 | |a Enhancing Vocabulary Retention and Learner Engagement through Virtual Reality: A Mixed-Methods Study in EFL Context | |
| 260 | |b Bartin University, Faculty of Education |c Jul 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a This study investigated the effects of incorporating virtual reality (VR) into vocabulary teaching on vocabulary retention and student engagement in English language learning. The research was conducted with 47 students enrolled in the English preparatory program of a foundation university in Istanbul. Of these participants, 25 students in the experimental group were taught vocabulary through VR-supported activities, while 22 students in the control group learned the same vocabulary using traditional methods such as translation and memorization. Over a 15-week period, a combination of assessment tools was used, including a pre-test, weekly quizzes, revision tests, a post-test, and semi-structured interviews. The study followed a mixed-methods approach with a sequential explanatory design to integrate quantitative and qualitative findings. The results of the statistical analyses indicated that students in the experimental group showed significantly higher improvement in both short-term and long-term vocabulary retention compared to the control group. Weekly quizzes and cumulative revision tests confirmed the effectiveness of VR in supporting lexical recall. Furthermore, qualitative data gathered from interviews revealed that students perceived VR-based vocabulary instruction as highly engaging and motivating. Participants noted that the immersive environment increased their interest and helped them remember vocabulary more easily. Many students also reported that seeing vocabulary used in context such as in 3D scenes or simulations helped them better understand meaning and pronunciation, even though no formal comprehension or speaking test was administered. In conclusion, the findings suggest that VR 1s a valuable and innovative tool in vocabulary instruction. It offers a multisensory, interactive experience that fosters vocabulary retention, promotes student participation, and enriches language learning by offering contextual and cultural exposure. Bu çalışma, sanal gerçekliǧin (VR) kelime öǧretiminde kullanılmasının kelime bilgisinin tutulması ve öǧrencilerin İngilizce öǧrenimine yönelik ilgileri üzerindeki etkilerini incelemektedir. Araştırma, İstanbul'daki bir vakıf üniversitesinin İngilizce hazırlık programına kayıtlı 47 öǧrenci ile yürütülmüştür. Katılımcıların 25°i deney grubunda yer almış ve kelime öǧretimi VR destekli etkinliklerle gerçekleştirilmiştir. Kontrol grubundaki 22 öǧrenci ise aynı kelimeleri geleneksel yöntemlerle öǧrenmiştir. On beş hafta süren araştırma süresince ön test, haftalık kısa sınavlar, tekrar testleri, son test ve yarı yapılandırılmış görüşmeler gibi çeşitli veri toplama araçları kullanılmıştır. Nicel ve nitel verilerin analizinde ardışık açıklayıcı desenli karma yöntem benimsenmiştir. İstatistiksel analizler, deney grubunun hem kısa hem de uzun vadeli kelime bilgisinde anlamlı gelişim gösterdiǧini ortaya koymuştur. Ayrıca, görüşmelerde öǧrenciler VR ile yapılan öǧretimi dikkat çekici ve motive edici bulmuş, sanal ortamın ilgilerini artırdıǧını ve kelimeleri daha kolay hatırlamalarını saǧladıǧını belirtmiştir. Üç boyutlu sahnelerde kelimelerin baǧlam içinde sunulması, anlam ve telaffuzu kavramalarını da kolaylaştırmıştır. Bulgular, VR teknolojisinin kelime öǧretiminde etkili, etkileşimli ve çoklu duyuya hitap eden bir araç olduǧunu göstermektedir. | |
| 653 | |a Interviews | ||
| 653 | |a Students | ||
| 653 | |a Language acquisition | ||
| 653 | |a Comprehension | ||
| 653 | |a Teaching methods | ||
| 653 | |a Culture | ||
| 653 | |a Memory | ||
| 653 | |a College students | ||
| 653 | |a Vocabulary instruction | ||
| 653 | |a English as a second language | ||
| 653 | |a Foreign language learning | ||
| 653 | |a Virtual reality | ||
| 653 | |a Teachers | ||
| 653 | |a Motivation | ||
| 653 | |a Second language learning | ||
| 653 | |a Computer assisted language learning | ||
| 653 | |a Mixed methods research | ||
| 653 | |a Retention | ||
| 653 | |a Phonetics | ||
| 653 | |a Pronunciation | ||
| 653 | |a English as a second language instruction | ||
| 653 | |a Student participation | ||
| 653 | |a Quizzes | ||
| 653 | |a Karma | ||
| 653 | |a Learning | ||
| 653 | |a Attrition | ||
| 653 | |a Teaching | ||
| 653 | |a English language | ||
| 653 | |a Tests | ||
| 653 | |a Vocabulary | ||
| 653 | |a Groups | ||
| 653 | |a Memorization | ||
| 653 | |a Computer Simulation | ||
| 653 | |a Educational Opportunities | ||
| 653 | |a Educational Benefits | ||
| 653 | |a Experiential Learning | ||
| 653 | |a Control Groups | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Experimental Groups | ||
| 653 | |a Active Learning | ||
| 653 | |a Learning Strategies | ||
| 653 | |a Educational Technology | ||
| 653 | |a English (Second Language) | ||
| 653 | |a Brain | ||
| 653 | |a Cultural Education | ||
| 653 | |a College English | ||
| 653 | |a Information Transfer | ||
| 653 | |a Student Motivation | ||
| 653 | |a Emotional Response | ||
| 653 | |a Cultural Context | ||
| 653 | |a Learner Engagement | ||
| 653 | |a English | ||
| 653 | |a Educational Facilities Improvement | ||
| 653 | |a Classroom Environment | ||
| 653 | |a Alphabets | ||
| 700 | 1 | |a Dilman, Hakan |u Asst. Prof. Dr., Maltepe University | |
| 773 | 0 | |t Bartin Üniversitesi Egitim Fakültesi Dergisi |g vol. 14, no. 3 (Jul 2025), p. 773-786 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3240509546/abstract/embedded/ZKJTFFSVAI7CB62C?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3240509546/fulltext/embedded/ZKJTFFSVAI7CB62C?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3240509546/fulltextPDF/embedded/ZKJTFFSVAI7CB62C?source=fedsrch |