Cite this article as: Garba I. (2024). Revolutionising English Language Learning for Peace and National Development in Nigeria: The Impact of Virtual Reality-Based Instruction. Proceedings of International Conference on Rethinking Security through the lens of Humanities for Sustainable National Development Interdisciplinary Perspectives. Pp. 150-163.
REVOLUTIONISING
ENGLISH LANGUAGE LEARNING FOR PEACE AND NATIONAL DEVELOPMENT IN NIGERIA: THE
IMPACT OF VIRTUAL REALITY-BASED INSTRUCTION
By
Ibrahim
Garba
School
of Educational Services
Aminu Saleh College of Education Azare, Bauchi State
of Nigeria
Abstract: The
technological revolution has permitted the use of new approaches in the
teaching and learning process. One of the technologies to the building of
innovative tools for the education is Virtual Reality, which offers
tri-dimensional computer environments with advanced forms of interaction that
can provide more motivation to the learning process. As innovative technology,
Virtual Reality emerges, and ideas for incorporating them into classrooms and
other educational settings to improve and enrich students’ learning also
emerge. This article explores the potential of Virtual Reality (VR) technology
in enhancing English language learning and promoting peace and national
development in Nigeria. Traditional teaching methods have limitations in
addressing individual leaning styles, promoting active learning, and rearing
learners for real-world communication. VR-based instruction offers an
immersive, interactive, and personalised learning environment, bridging
geographical and socio-economic gaps. By improving English language
proficiency, VR technology contributes to cross-cultural understanding,
national unity, economic development, and conflict resolution. The article
discusses implementation strategies, including teacher training, infrastructure
development, content creation, and partnerships. Embracing VR technology can
transform English language learning in Nigeria, fostering a more cohesive and
peaceful society.
Keywords:
Virtual Reality, English Language Learning, Peace, National Development,
Nigeria.
1.
INTRODUCTION
It is obvious that due to the current nature and state of the
nation, there is a need for new innovations on how to handle the situations. It
would be meaningful to bring about new innovations, strategies, techniques and
materials leading to better handling of all systems. Nigeria, a nation with over 250 ethnic groups, faces
significant challenges in promoting national unity and peace (UNESCO, 2019).
Traditional teaching methods often fall short in engaging learners and
achieving desired outcomes (Afolayan, 2018).
However, effective communication,
particularly in the English language, plays a crucial role in bridging cultural
divides and fostering development on one hand, and on the other hand, Virtual
Reality (VR) technology offers a ground-breaking solution, transforming the
English language learning experience and contributing to peace and national
development in Nigeria (Okebukola, 2017). Virtual Reality (VR) is the
innovative technological strategy that may be used to enrich teaching and
learning environments. The evolution of technology has permitted the use of new
approaches in the teaching and learning process. Technological software
benefits the learning process and makes it more interesting for students.
Virtual Reality is an online classroom that allows an individual to
participate in the live classroom without travelling to any other place. This
is done with the convenience of the technological gadgets such as smartphones,
desktop/laptop computers and so on. The above mentioned devices are used to
facilitate through specialised video conferencing application (Zoom) using
Internet services. In such a case, the teacher and the students will be in a
position to interact, communicate, ask questions, view, and discuss the
teaching contents presented through Internet connectivity as if the action is
taking place in the traditional classroom setting, but it is done virtually.
The classroom setting requires both the teacher and the students to
log into the Virtual Reality-Based learning environment simultaneously with
their technological gadgets. Virtual classroom can be used to upload word
files, audios and videos. The system provides a dashboard available to the
users where they can view the files uploaded by the course instructor and
access these files from any electronic devices including computers and mobile
phones. Teachers can also upload recorded lectures for those students who have
missed the class due to some unavoidable circumstances such as road traffic
jam, auto crash, sickness, rainfall incidence and so on. Teachers can use
virtual classrooms to conduct online exams in which different sets of questions
from different chapters or lessons can be stored in the database. After
completion of a lesson, students can sit for online exams which are
automatically graded by the system. Students can also get immediate feedback
from the course instructor regarding their exams. Virtual classroom could be
seen as the classroom capable of replacing partially or totally the
conventional, educational, evaluative and administrative functioning of a
regular classroom by adopting the advanced technologies like the Internet,
E-mail, Online Chatting, Teleconferencing and Video Conferencing (Anekwe,
2017). It is a process in which students and instructors are actively involved
in creating and carrying out learning activities together, like group
discussions, joint projects, debates, and problem solving and sharing of ideas
by E-mail, bulletin boards, chart rooms and conferences (Sufeng and Runjuan,
2013). Virtual reality learning environment is motivating, stimulating and
exciting which encourages discoveries, increases students participation in
learning by giving them the feeling of being part of the learning with the
sense of presence.
Some researchers have used Virtual Reality in different levels of
education and any other area of specialization to improve teaching and learning
process. For instance, in the study conducted by Al-amri and Musawi (2020) in
which the effects of 3D Virtual Reality environments of Physics lesson of 8th
grade students was investigated and it was determined in that study that VR had
a serious positive effect on the academic success and motivation of students.
The purpose of education is to motivate, succeed and to learn and this learning
involves acquiring knowledge which should be retained for further usage, among
the usage is promoting peace and national development. It is based on the
stated background that the researcher intends to bring about the study of revolutionising
English language learning for peace and national development in Nigeria: the
impact of Virtual Reality-based instruction.
2.
ISSUES
The school or learning environment must be conducive for learning
to be effective. The large classes and over population in most schools in
Nigeria have increased the possibilities of mass failure in the exams and has
made students to lose interest in school. This is because overcrowded classroom
does not allow individual students to get the attention of the teacher which
always leads to low reading rate, frustrations and poor academic performance.
Increased enrolment rate has created challenges in ensuring quality education
and satisfactory learning achievement in most schools of Nigeria. It is a
source of concerns to note that in spite of all the implementation strategies
adopted by the curriculum developers and the emphasis placed on the educational
change to improve the students’ performance in English language, the outcome
has been persistently below expectation and what has been more worrying is the
poor understanding of the skills of the language. The way English is being
taught in schools makes the subject matter difficult to the learners resulting
in their inability to understand and transfer learning to everyday life, and
also results in poor academic performance and retention. These problems can be
attributed to the following factors: overcrowded classrooms/lecture halls; poor
and inadequate infrastructure; poor teaching methods; disease; and insecurity,
among others.
Insecurity in Nigeria results in severe disruption of educational
system. Many students have been forced out of schools, many schools have been
burned and seriously damaged and forced to close. These problems of insurgency
have serious implications on the performance of students, performance of the
teachers as well as the government which finally crippled the system of
education, peace, and national development (UNESCO, 2019). Damaged schools are
hardly rehabilitated or replaced in due course. Other issues are lack of
innovative approaches in delivering the contents of English language and
non-implementation of Information and Communication Technology (ICT) in English
language teaching and learning, and poor funding among others (2019).
Considering these above prevailing problems, there is a need to
employ a proactive teaching method, and a strategy such as a Virtual
Reality-based instruction. Therefore, it is against this, that, the researcher
intends to see if peace and national development; the situation whereby the
interconnected relationship between peace and the social, economic, and
political progress of a nation can be improved when Virtual Reality-Based
classroom strategies are employed and used in teaching English language. As such,
the study is titled “Revolutionising English Language Learning for Peace and
National Development in Nigeria: The Impact of Virtual Reality-Based
Instruction.”
3.
REQUIREMENTS FOR REVOLUTIONISING ENGLISH
LANG. LEARNING
Ć The Need for Innovative Language Instruction
Nigeria’s linguistic diversity and
geographical spread make language instruction to be challenging. Traditional
methods, reliant on textbooks and lectures, can be:
i.
Ineffective in
promoting active learning and retention (Adeyemi, 2017).
ii.
Limited in
addressing individual learning styles (Oladipo, 2019).
iii.
Inadequate in preparing learners for real-world
communication (Afolayan, 2018). VR-based instruction addresses these limitations,
providing an immersive, interactive, and personalised learning environment.
Ć Benefits of Virtual Reality in English Language
Learning
VR
technology enhances English language instruction in several ways:
i.
Immersive Experience: Learners engage with virtual
environments, simulations, and interactive scenarios, promoting active learning
and retention (Cakir et al., 2019).
ii.
Contextual Learning: VR experiences mimic real-life
situations, enabling learners to practice language skills in authentic contexts
(Wouters et al., 2013).
iii.
Personalized Learning: Adaptive VR systems adjust to
individual learners’ pace, style, and proficiency level (Bailenson, 2018).
iv.
Accessibility: VR technology reaches remote or
underserved areas, bridging geographical and socio-economic gaps (UNESCO, 2019).
Ć Impact on Peace
and National Development
By enhancing English language proficiency, VR-based instruction
contributes to:
i.
Cross-Cultural Understanding: Effective
communication fosters tolerance, empathy, and cooperation among Nigeria’s
diverse ethnic groups (Okebukola, 2015).
ii.
National Unity: A shared language promotes a sense
of shared identity and citizenship (Afolayan, 2018).
iii.
Economic Development: Improved English language skills
increase employability, entrepreneurship, and international collaboration
(UNESCO, 2019).
iv.
Conflict Resolution: Enhanced communication facilitates
peaceful resolution of conflicts and promotes social cohesion (UNESCO, 2019).
Ć Implementation
Strategies
To integrate VR-based instruction into Nigeria’s education system:
i.
Teacher Training: Educators require training on VR
technology and pedagogy (Kavanagh et al, 2017).
ii.
Infrastructure Development: Invest in VR-enabled facilities,
hardware, and software (Adebayo, 2020).
iii.
Content Creation: Develop Nigeria-specific VR content, addressing local contexts and needs
(Oladipo, 2019).
iv.
Partnerships: Collaborate with stakeholders,
including government, private sector, and international organisations (2020).
Ć Needs of
Theoretical Background
Several theories underpin the use of Virtual Reality-Based
Instruction. These theories have significant implication for teaching and
learning. One of them is Constructivist Social Learning theory propounded by
Lev Vygotsky (1987) and Anderson Model of Online Learning (2011). Social
constructivist theory is a learning theory propounded by Vygotsky (1987). The
theory describes and explains teaching and learning as complex, collaborative,
and social phenomena between teachers and students. The theory posited that
learning is a problem solving and social construction of solutions to problems
is the basis for the learning process. Vygotsky (1987) describes the learning
process as the establishment of Zone of Proximal Development (ZPD) in which the
teacher, the learner and the problem to be solved exist. The teacher provides a
social environment in which the learner can assemble or construct with others
the knowledge necessary to solve the problem. One of the core constructs of
Vygotsky’s theory of Social Constructivism is the Zone of Proximal Development
(ZPD) which emphasises the role of the instructor in an individual learning.
The ZPD delineates the activities that a student can do independently, and the
activities that the students cannot do without the help of a facilitator. The
ZPD suggests that, with the help of an instructor, students are able to
understand and master knowledge and skills that they would not be able to do on
their own (Schreiber and Valle, 2013). Once the students master a particular
skill, they are able to complete it independently. In this theory, the
instructor plays an integral role in the students’ acquisition of knowledge
rather than serving as a passive figure (Schreiber and Valle, 2013).
The theory recognises the social aspect of learning and the use of
conversation and interaction with others and the application of knowledge as an
essential aspect of learning and means to achieve learning objectives. Vygotsky
believed that life long process of development is dependent on social
interaction and that social interaction actually leads to cognitive
development. In other words, all learning tasks (irrespective of the level of
difficulty) can be performed by learners under adult guidance or with peer
collaboration. This theory helps to give a backup to the establishment of
opportunities for students to collaborate with the teacher and peers in
constructing knowledge and understanding. Kapur (2018) observed that social
construction of knowledge takes place in various ways and at different
locations. It could be achieved through group discussion, teamwork or any
instructional interaction in an educational or training institution, social
media forum, religious and market places. As students interact with people,
material and immaterial environment, they gain understanding and gather
experience which is needed to live a successful and functional life. Social
constructivism is also called collaborative learning because it is based on
interaction, discussion and sharing ideas among students. This teaching
strategy allows for a range of grouping and interactive methods. These may
include total class discussions, small group discussions or students working in
pairs or giving projects or assignment. The underlying factor to the theory is
that learners work in groups, sharing ideas, brainstorming, trying to discover
cause and effect, solution to problems or just creating something new to add to
the existing knowledge (Akpan, et al, 2020).
This theory is a learning theory that views learning as a social
process where students collaborate by engaging in group activities for
meaningful learning to take place. Teachers employ instructional guidance by
using teaching methods that allow knowledge discovery and construction by
students as they inherit and work together in the learning process. Social
constructivism shifts the responsibility of knowledge acquisition from the
teacher to the student and also transforms the students from passive listeners
to active participants (Akpan et al, 2020).
The Social Constructivism is very relevant to this study because it
is based on discussion, collaboration, and interaction and sharing ideas among
learners and their peers as well as their instructors. These may include total
class discussions, online discussion or lecture, small group discussions or
students working in pairs on given projects or assignments. Virtual Reality
based instructions as a means through which social construction may occur,
allows for collaboration through video conferencing, chat rooms, blogs,
discussion boards and so on. This form of learning is considered a necessity
today given the type of students populating the current educational
institutions. These are students who rely heavily on online social networking
to communicate with each other and to access the latest information and trends.
According to Xu and Shi (2018), the core idea of constructivism
applied to learning is that the environment is learner-centred where knowledge
and understanding is socially constructed. Therefore, Virtual Reality-Based
environment can be totally considered as a Social Constructivist learning
environment. Social Constructivism debates that making use of communicative and
interactive activities in which learners play, engage in active roles can
motivate learning more effectively and fulfil all intends and purposes of the
learners than activities where learners are inactive. Virtual Reality-Based
Instruction strengthens the principles and assumptions of Social Constructivism
by realising class time as interactive and collaborative based learning. By
adopting this theory in teaching English language under the umbrella of Virtual
Reality, peace and national development will be achieved while the learners and
the instructors are at their own place.
Terry Anderson’s Model of Online Learning is another theoretical
platform that goes hand in hand with Virtual Reality instruction. Anderson
(2011) proposes a model of E-learning which illustrates the two major actors:
learners and teachers, and their interactions with each other and with content.
Learners can of course interact directly with content that they find in
multiple formats and especially on the Web. However, many choose to have their
learning sequenced, directed and evaluated with the assistance of a teacher.
This interaction can take place within a community of inquiry using a variety
of Net-based synchronous activities. These environments are particularly rich
and allow for the learning of social skills, the collaborative learning of
content and the development of personal relationships among participants.
However, the community binds learners in time, forcing regular sessions or at
least group-paced learning. Anderson (2011), states that there are six
components of interaction in online learning. They are explained briefly below:
·
Student-Student Interaction: is a key component in online
learning environments. Modern constructivists stress the value of peer-to-peer
interaction in investigating and developing multiple perspectives. Student-led
teams and collaborative learning are reciprocal teaching and they help to
develop communities of learning.
·
Student-Content Interaction: is a major
component of formal education and online learning. The Web provides a host of
opportunities including interactive content that responds to students’
behaviour and has attributes that allow for customisation of content to support
the individual needs of each unique learner.
·
Student-Teacher Interaction: is supposed in
online learning in a variety of formats that include communication in text,
audio and video. The flow of communication in online courses is much less
teacher-centred than in traditional classrooms: this can support the emergence
of greater learner commitment and participation.
·
Teacher-Content Interaction: focuses on the
teacher’s creation of content: learning objectives as well as units of study,
complete courses, and associated learning activities. Teacher-content
interaction allows teachers to monitor, construct and update course content,
resources and activities.
·
Teacher-Teacher Interaction: allows teachers
to develop professionally and support one another through communities. These
interactions encourage teachers to take advantage of knowledge growth and
discovery in their own subject area and within the scholarly community of
teachers.
·
Content-Content Interaction: is a new mode
of educational interaction in which content is programmed to interact with
other automated information sources to constantly update. These six modes of
interaction along with the lenses of learning are to create solid online
learning contexts. Anderson uses them to create model of E-learning. Anderson
further, explains that online learning, like all forms of learning, should
contain four overlapping components. These four lenses are:
·
Learner-Centred: contexts meet the needs of the
individual learner. Teacher, institution, and the larger society should provide
support to the student. A teacher must understand the students’ prerequisite
knowledge, including misconceptions that the learner starts with in their
construction of new knowledge. Learner-centred activities used diagnostic tools
and activities to help the teacher understand the students’ knowledge base.
Creating successful learner-centred environments can present challenges for
educators because assessing student preconditions and cultural contexts is
difficult. Effective online teachers strive to make leaners feel comfortable in
the learning environment, while increasing their Internet and technical skills.
·
Knowledge-Centred: contexts are important to learning,
regardless of whether the context is online or campus based. However, the
Internet provides opportunities for learners to gather almost limitless
knowledge or resources, benefiting from exposure to thousands of formats and
contexts. The limitation of having access to an endless amount of resources can
be overwhelming and it is the teacher’s duty to provide scaffolding for the
students’ pre-existing knowledge. Learning is about making connections with
ideas, facts, people, and communities. Students need to be able to locate the
knowledge that they require and use it to create meaningful connections to
society.
·
Community-Centred: learning is a
critical component in online learning designs. Characteristics of participation
in online learning communities can share a sense of belonging, trust,
expectation of learning, and commitment to participate in and contribute to the
community. Problems associated with this community-centred learning include a
possible lack of attention and participation, economic restraints and
resistance from institutions due to the competition that virtual learning
communities create for them. Furthermore, participation in a community of
learners almost always places constraints upon the learners’ independence and
temporal freedom, which is the main reason students choose online learning
environments.
·
Assessment-Centred: this includes formative and
summative evaluation that serves to motivate, inform, and provide feedback to
learners and teachers. Online learning provides many opportunities for
assessment, opportunities that involve influence and expertise of peers, external
experts, and the teacher. Encouraging students to reflectively assess their own
learning is a key to assessment-centred learning. The challenge associated with
assessment-centred learning environments understands what is most usefully
assessed rather than what can be assessed most easily. The enhanced
communication capacity of online learning provides good opportunities to create
assessment-centred activities that are workplace based (designed for the real
world); also constructed collaboratively and infused with opportunity for
self-assessment.
This model has a direct relationship with the present study in the
sense that, the model emphasises on learners and teachers, and their
interaction with each other and with content in an online learning environment
and its components as community-centred, knowledge-centred, learner-centred,
and assessment-centred learning, so as the study is on Virtual Reality-Based
which is a form of online learning.
The study adopts the theory and the model reviewed, because the
theory of the Social Constructivism is based on collaborative learning which
involves interaction, discussion and sharing of information among the learners
and the teacher in the classroom, so also the Virtual Reality-Based Instruction
devotes the class time for interactive and collaborative based learning. The
Anderson’s Model of Online Learning is employed because the model describes the
interaction between the learners and the teacher and with the contents in an
online environment, Virtual Reality-Based Instruction as one of the study
variables is a form of online learning environment that encourages
collaboration, discussion, brainstorming and interaction between the students,
teacher and the contents. Therefore, the Constructivist Theory and Anderson’s
Model of Online Learning serve as a theoretical foundation upon which this
study is based.
4.
REVIEW OF RELATED STUDIES
The ability to communicate effectively in English is a vital skill
for Nigerians in today’s globalised world. However, many learners struggle with
written and spoken English, hindering their academic, professional, and
personal growth. To address this challenge, this study aims to put in place how
English language will be taught using virtual reality-based instructional
approach. By developing content knowledge, increasing proficiency levels, and
enhancing written and spoken English skills, this approach will empower
learners to communicate confidently and effectively. Through theoretical
application of Vygotsky’s Social Constructivist theory, and Anderson’s Model of
Online Learning, this study will identify best practices and strategies for
teaching English as a second language, informing the design of manual and
activity-based programmes to support English language development.
At this level, this study identifies relationship between the
variables studied in some articles, noting gaps in current research, evaluating
the relevance of the findings to the study of English language learning and
teaching.
Faloye (2022) conducted a research on “Digital
Instructional Applications and Students’ Performance in Oral English: A Focus
on Secondary Schools in Ekiti State, Nigeria.” This study focused on the effect of digital instructional application
on senior secondary students’ performance in Phonics in Ekiti State, Nigeria.
The focus of this study involved the effect of Elsa Speak, a digital
instructional application on senior secondary students’ performance in oral
English. Quasi-experimental research design was used for the study. The
population consisted of 14,533 senior secondary school 2 students in Ekiti
State. Using multistage sampling procedure, fifty pupils each were randomly
selected from two senior secondary schools in Ikere and Ado Ekiti. Furthermore,
the Equivalent Technique was utilized in distributing fifty male and female
pupils into the experimental and control groups respectively. The instrument
tagged Oral English Performance Test was used for data collection with 0.72 as
reliability coefficient. Data was collected with the Oral English Performance
Test (OEPT). Data was analysed using Analysis of Variance (ANOVA) and Analysis
of Covariance (ANCOVA). The two hypotheses were tested at 0.05 levels of
significance. Findings of the study revealed significant effect of Elsa Speak,
a digital instructional app on the young learners’ pronunciation of isolated
and connected speech in English. However, the study revealed that gender had no
significant effect on the students’ performance. Recommendations based on findings
included the need for a relearning programme of teachers in charge of phonics,
among others.
This study explores the impact of digital
instructional applications on students’ performance in oral English, focusing
on improving language proficiency. It examines how digital tools and
applications enhance students’ ability to communicate effectively in English,
which aligns with the resent study where virtual reality-based instruction is
to be used in teaching English language.
Olowoyeye, Deji-Afuye, and Aladesusi (2022)
conducted a study on “Effect of Multimedia Instructional Approach (MIA) on
English Writing Performance of Pre-service Technical Teachers in South-Western
Nigeria.” This study examined the effect of the Multimedia Instructional
Approach (MIA) on the English writing performance of pre-service technical
teachers in South-western Nigeria. The study adopted a Quasi-experimental
design of pre-test and post-test non-equivalent control group design to compare
the performance of students who are exposed to MIA and those that are not. The
population for this study consists of the College of Education students located
in the South-West Geo-political Zone of Nigeria. Four Colleges of Education
were purposively sampled out of the seven (7) state-owned Colleges of Education
from South-western Nigeria. The following research instruments were adopted for
the study: English Writing Performance Tests (EWPT) set A; EWPT Set B; and
Multimedia Instructional Software Package. The reliability coefficient of the
instruments was calculated at a reliability coefficient of 0.82. Mean, Standard
Deviation, and Analysis of Covariance (ANCOVA) were used for data analyses at
0.05 levels of significance. The findings of the study revealed that MIA was
effective for teaching English language writing and there is no significant
difference between males and females in the English writing performance of the
pre-service technical teachers taught through MIA. This study concluded that
MIA for English writing is an important variable because it is better to
predict students’ writing performance in the English language than the
conventional method of teaching.
Finally, this study examines the impact of multimedia instructional
approach on the English writing performance of pre-service technical teachers,
focusing on multimedia instructional approach and interactive methods. It
explores the effectiveness of using multimedia resources to enhance teaching
and learning, making it a partner to the present study. The only difference is
that, the present considers Virtual Reality-Based Instruction as a tool in
teaching and learning English language.
Ahmed
and Abdellatief (2023) conducted a study on “The Effect of Using Multimodal
Approach on Medical Sector University Students' Academic Writing in English
Language, Jazan University Kingdom of Saudi Arabia.” The objective behind this
research is to determine how far the multimodal approach can be of benefit for
the development of level two, first year medical sector university students’
academic writing in English as a foreign language. The ubiquitous effect of
technology on foreign language instruction in general and its subsequent
pedagogical practices should not be overlooked. Multimodal approach has proved
its importance in language teaching. Using the innovative educational
technologies supports university education with good opportunities for the teaching
staff to provide interactive, more inclusive, and better learning environments.
To fulfil the study objective, (91) level two, first year students from medical
sector participated in this study. They were divided into four groups, two of
which represented the experimental groups. Group (A) students were refreshers,
whereas Group students (B) were repeaters from the previous semester due to
their inability to pass the academic writing exam. On the other hand, one of
the two control groups (Group C) was refresher students and the other group
(Group D) was all repeaters. A pre-test was administered to all the groups at
the beginning of the second semester. The experimental groups studied according
to the multimodal approach. On the other hand, the control groups studied
through the conventional way. The post-test was then administered to the four
groups. Statistics was collected and analysed using SPSS. Results of the study
showed that there are statistically significant differences between the
experimental groups and the control groups for the experimental groups. The
results also showed that refresher students performed better than the repeater
students in the post-test. In addition, students' performance was higher in all
the components of academic writing namely organization, coherence, and topic
sentence, style, and syntax variety but it was a bit less in the component
surface-level errors. Still the students' performance in this component showed
significant results. This indicated that using the multimodal approach was
effective in enhancing the medical sector students' academic writing.
This
study explores the impact of a multimodal approach on medical students’
academic writing skills in English, focusing on the “how” of teaching (using
multimodal resources to enhance writing skills). It examines the effectiveness
of this approach in improving writing skills, making it a good fit for the
present study.
Ibrahim
(2023) conducted a study on “The Effectiveness of Video Presentation
Techniques on Learning of Grammatical Structures among Senior Secondary School
Students in Sokoto State, Nigeria.” This study investigated the
effectiveness of video presentation techniques (VPT) on the learning
grammatical structures among senior secondary school students of Sokoto State,
Nigeria. The main objective was to find out whether presentation of grammar lessons
in form of video activities would promote the learning of Noun, Adjectival and
Adverbial Phrases among the senior secondary school students in the State. The
population of the study was the senior secondary school students in Sokoto
State. From this population, 400 SS I students were drawn from six senior
secondary schools in the State as a sample. The research was carried out using
Quasi-experimental pre-test-post-test design where six groups were compared
after pre-test, treatment and post-test were administered. Each of the
grammatical structures: noun, adjectival and adverbial phrases were presented
to each of the experimental groups in series of lessons. Grammar Attainment
Test was administered on both the experimental and control groups as pre-test
and post-test. Four null hypotheses were tested at 0.05 levels of significance.
Statistical procedures of mean, standard deviation, t-test and Analysis of
Variance (ANOVA) were used in testing the hypotheses. All the four null
hypotheses were rejected. The findings of the study showed that the treatments
of video presentations of grammar lessons received by the experimental groups
were superior to the traditional methods treatment received by the control
groups because the experimental groups showed greater gains in the learning of
adjectival, adverbial and noun phrases. In light of the findings, it was
recommended, among other things, that teachers of English language should
reduce their dependence on traditional methods as means of presenting grammar
lessons. Instead, a multi-modal approach particularly via video should be
frequently used.
This study examines the impact of video presentation techniques on
senior secondary students’ learning of grammatical structures, focusing on the
“how” of teaching (using video presentations to enhance learning). It
investigates the effectiveness of this approach in improving students’
understanding of grammatical structures, making it a good fit for the present
study as the video is part of virtual reality-based instruction.
Eze and Oga
(2014) conducted a study on
“Modern Digital Language Laboratory and Gender Performance in the Learning of
Oral English in Tertiary Institutions, Enugu State.” This study was
designed to examine the significance of the individual and collective
contributions of gender variables to the learning of oral English via the
digital language laboratory. Based on this, two hypotheses were formulated to
guide the study. The study used a quasi-experimental design which involved the
use of intact classes. All the seventy seven year one students of the
department of language studies, Enugu State College of Education (Technical),
Enugu (ESCET) and sixty students of the department of language studies,
Institute of Ecumenical Education Thinkers Corner, Enugu (ECUMENICAL) were used
for the study. In assigning the subjects to control and experimental groups,
the seventy-seven students of ESCET and sixty students from Ecumenical were
used respectively. The experimental group was exposed to digital laboratory
method while the control was exposed to the presentation method of teaching.
The instrument used for the study was Oral Production Test. The scores obtained
from the pre-test were used for item analysis and the calculation of the
reliability indices. Applying Kuder Richardson formula 20, the reliability
indices of 0.98 was found. The mean scores and the standard deviations were
computer and were used for answering the research questions, while the analysis
of variance was adopted to test the hypotheses. It was found that digital
language laboratory method of teaching oral English was significantly more
effective than the presentation method. The results of the study show that the
use of digital language laboratory method enhances instruction on oral English.
It was recommended that Oral English teachers should adopt the use of digital
language laboratory as a method of teaching phonetics and phonology.
This
study explores the impact of modern digital language on gender performance in
learning oral English in tertiary institutions, focusing on the “how” of
teaching (using digital tools and resources to enhance learning). It examines
how digital language influences gender roles and performance in oral English
learning, making it a good fit for the present study as the present study
covers digital language laboratory.
Faloye (2022) conducted a study on “Sustainable Digital Pedagogy in Language
Teacher Education: Perception of Teachers in Ekiti State Government Colleges,
Ekiti, Ekiti State, Nigeria.” This
study investigated the perception of English language teachers concerning
digital pedagogy in teaching oral English in Ekiti State Government Colleges.
The underpinning objective encompasses a survey of teachers’ perception
concerning digital instructional style. This study was descriptive research of
the survey type. The population of the study consisted of 78 English language
teachers in Ekiti State Government Colleges. Using multistage sampling
procedure, four government colleges were randomly selected comprising forty
English language teachers from the four Ekiti State Government Colleges.
Questionnaires were administered on the sample of the study. Descriptive
statistics was used in analysing data. The findings of this study revealed that
65% of the teachers could distinguish between digital and conventional pedagogy
while 65% experienced no significant challenges with digital pedagogy during
oral English lessons. Furthermore, majority of the English language teachers
admitted that students feel bored when taught oral English with charts. These
findings explicate the need to sustain digital pedagogy for teaching oral
English. It was recommended that English language teachers should be retrained
and also be trained in digital skills for teaching oral English in Government
Colleges in Ekiti State.
This study investigates teachers’ perceptions of
sustainable digital pedagogy in language teacher education in Ekiti State,
Nigeria, focusing on using digital pedagogy to enhance language teacher
education. It explores the effectiveness and sustainability of digital pedagogy
in language teacher education, making it a good fit for the present study as
digital pedagogy is enshrined in Virtual Reality- Based Instruction.
David, Moses, Anthony, Olufemi (2017) conducted a
study on “an Appraisal of Information and Communication
Technologies as New Media Tools for Language Teaching and Learning in Tertiary
Institutions in Nigeria.” Today,
information and communication technologies (ICTs) have redefined the way
communication is carried out and further pushed the envelope with regard to the
way information is disseminated, creating more channels of interaction between
stakeholders in the society. Studies are on-going on how ICTs can be useful in
language teaching and learning in tertiary institutions today. The impact ICTs
is evident in improving governance, agriculture, medicine, banking and
commerce, education. So far, ICT is being predicted to have the same impact
when utilised for language teaching and learning. Thus, ICT tools like
PowerPoint, E-conferencing, Compact Disks (CDs, VCDs and DVDs),
Technology-Aided Distance Learning, among others, are instruments that can
facilitate knowledge acquisition, language teaching and learning in tertiary
institutions. Through ICTs, the teacher-student interaction in the learning
process is situated within a dynamic pedagogical context that could go beyond
the four walls of a traditional classroom. This situation forebodes better days
for teachers and students alike as more channels of interaction are created,
thus enhancing language teaching and learning. It now behoves teachers and
students to take advantage of these technologies in furthering knowledge
acquisition with regard to language teaching and learning. Among other things,
in this paper, the authors have critically appraised the use of ICTs in
language teaching and learning in tertiary institutions in Nigeria.
Recommendations had it that, ICTs can be useful to policy makers and stakeholders
involved in tertiary education.
This study evaluates the effectiveness of Information and
Communication Technologies (ICTs) as media tools for teaching and learning in
Nigerian tertiary institutions; it is solely focusing on using ICTs to enhance
English language teaching and learning. It assesses the impact of ICTs on the
learning process; making it a good fit for the present study as it ICT is
specific part of Virtual Reality-Based Instruction.
5.
THE WORKABILITY OF VIRTUAL REALITY-BASED INSTRUCTION, VYGOTSKY’S
SOCIAL CONSTRUCTIVIST THEORY, AND ANDERSON’S MODEL OF ONLINE LEARNING
Here is the workability of Virtual Reality-Based Instruction,
Vygotsky’s Social Constructivist Theory, and Anderson’s Model of Online
Learning in teaching English language, along with examples and instances:
5.1.1 Virtual Reality-Based Instruction: -
Virtual reality (VR)
technology can be used to create immersive and interactive learning
environments for English language learners. VR-based instruction can enhance
language learning by:
1
Providing authentic contexts: VR can simulate
real-life situations, allowing learners to practice language skills in
authentic contexts.
2
Increasing Engagement: VR experiences can be more engaging
and motivating than traditional teaching methods, leading to increased learner
participation and interest.
3
Enhancing Interaction: VR can facilitate interaction
between learners, promoting language practice and feedback. For example:
·
A VR-based
English language lesson can simulate a job interview, allowing learners to
practice their speaking and listening skills in a realistic context.
5.1.2
Vygotsky’s Social Constructivist Theory
Vygotsky’s Social Constructivist
Theory emphasizes the role of social interaction and collaboration in language
learning. This theory can inform English language teaching by:
1
Fostering collaborative learning: Encourage
learners to work together on language tasks, promoting peer feedback and
support.
2
Providing scaffolding: Offer temporary support and
guidance to learners as they develop language skills, gradually increasing
independence.
3
Encouraging self-reflection: Encourage learners to reflect on their language learning, identifying strengths,
weaknesses, and areas for improvement. For example:
·
A language
teacher can create a collaborative learning activity where learners work in
airs to complete a language task, such as writing a short story or creating a
presentation.
5.1.3. Anderson’s
Model of Online Learning
Anderson’s Model of Online Learning
emphasizes the importance of interaction and feedback in online learning
environments. This model can inform English language teaching by:
1
Providing opportunities for interaction: Encourage
learners to interact with each other and the instructor through online
discussions, live chats, or video conferencing.
2
Offering feedback and assessment: Provide
regular feedback and assessment to learners, using online tools such as
quizzes, games, or peer review.
3
Fostering a sense of community: Encourage
learners to feel connected to each other and the instructor, promoting a sense
of community and motivation. For example:
·
An online
English language course can include interactive discussion forums, live video
lessons, and peer review activities to promote interaction, feedback, and
community building.
5.1.3
Integrating Virtual Reality, Social Constructivist Theory, and
Anderson’s Model
By
integrating virtual reality, social constructivist theory, and Anderson’s
model, English language teachers can create innovative and effective online
learning environments. For example:
·
A virtual
reality-based English language lesson can be designed to promote collaborative
learning, providing opportunities for learners to interact with each other in
authentic contexts.
·
Anderson’s
model can be used to provide feedback and assessment, while Vygotsky’s social
constructivist theory can inform the design of collaborative learning
activities and scaffolding support.
By combining these approaches, English language teachers can create
engaging, interactive, and effective online learning environments that promote
language learning and acquisition.
6.
CONCLUSION
Virtual reality-based instruction has the potential to
revolutionize English language learning in Nigeria, promoting peace, national
unity, and development. By embracing this innovative technology, Nigeria can:
·
Enhance language proficiency and cross-cultural
understanding.
·
Foster a more cohesive and peaceful society.
·
Drive economic growth and international
competitiveness.
7.
RECOMMENDATIONS
i.
Conduct further research on VR’s effectiveness in
Nigerian education.
ii.
Develop policy frameworks supporting VR integration.
iii.
Establish VR training centres for educators.
iv.
Encourage private sector investment in VR education.
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