Nov 012020
 

I’m very interested in using virtual reality environments for teaching ESP (English for Specific Purposes) or ESAP (English for Specific Academic Purposes). However, the problem is that it would take a lot of time, effort and cost to develop such course in a virtual world from scratch. This is one of the reasons, I believe, why even after so many years, there are still only a handful of language educators in virtual worlds.

My approach in the past, therefore, was to use existing places (in Second Life) to teach English, rather than buying land, learning to built and script, etc. This wasn’t and isn’t feasible for most teachers.

So, when I came across this video from Arizona State University on Linkedin a couple of weeks ago, I was really excited, not because of Hollywood, but because I think some of us educators might be able to piggyback on this kind of thing. For example, they want to use the world shown in the video to teach biology. Instead of reinventing the wheel, the language department could use the same world to teach EAP or ESAP. I assume that language departments around the world don’t have the budget to build immersive virtual environments such as this one just to teach an English for Biology, or Architecture, Medicine or History course. However, if a university can built virtual reality environments for certain subjects, we language teachers could use the same material or course content and create a language course and activities for that subject area. This would not only save money, time and effort, but it would help integrate the language learning with the international students’ subject courses and support them better.

As I also like project-based learning, I could imagine another type of collaboration between different departments and subject areas. Many universities now offer degrees in Virtual and Augmented Reality, and often students have to work on projects developing VR environments or apps as part of their portfolio for assessment. Some projects could be on building environments or apps for the language department. Or an interdisciplinary collaboration could bring VR development students together with EdTech and TESOL students (like I was) and have them work together on VR for language education projects – a win-win-win situation for the students from the two disciplines and the university.

(For more details about the ASU project, go here.)

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