Gürkan YILDIRIM, Emrah DOLGUNSÖZ, Serkan YILDIRIM

Sanal gerçeklik teknolojisinin yabancı dil olarak İngilizce öğretiminde yazma becerisine etkisi

Günümüzde teknoloji alanında yaşanan gelişmeler göz önüne alındığında eğitim ortamlarında çok sık olarak farklı teknolojiler kullanılmakta ve öğretimsel etkileri incelenmektedir. Sanal gerçeklik uygulamaları da bu teknolojilerin en son örneklerinden biri olarak karşımıza çıkmaktadır. Sanal Gerçeklik kişinin sanal ortamla birebir ilişki içinde bulunduğu ve etkileşime geçebildiği modern bir teknolojidir. Çok aşamalı açımlayıcı karma desene sahip bu çalışmada İngilizceyi yabancı dil olarak öğrenen 24 öğrenci hem sanal gerçeklik hem geleneksel 2 boyutlu video izlemiş ve yazma performanslarına bakılmıştır. Ayrıca tüm öğrencilerle yarı yapılandırılmış röportaj yapılmıştır. Çalışma sonucunda; VR teknolojisinin kullanıcılar tarafından kullanılmasa bile medya, arkadaş ve sosyal ağlar gibi ortamlarla bu teknolojiden haberdar oldukları görülmüştür. Nicel sonuçlar öğrencilerin geleneksel video da daha başarılı olduğunu göstermiş olsa da, sanal gerçeklik tecrübesi uzun süreli hafızaya daha olumlu etki etmiştir. Sanal gerçeklik uygulamalarının sunmuş oldukları gerçeklik ve ortamda bulunma hislerinden dolayı kullanıcıları tarafından çok fazla beğendikleri görülmüştür. Ancak sunulan içeriğin görüntü kalitesi gibi teknik özellikleri beğeni durumunu olumsuz yönde etkileyebilmektedir.

The effect of virtual reality on EFL writing performance

Today technological developments emerge in a blink of an eye with an astounding speed and each update ordevelopment is investigated by educational researchers to contribute educational research and practice. VR(Virtual Reality), one of these technologies, can be defined as the visual technology in which a personexperiences various virtual environments through dedicated hardware and software. Having adopted a SequentialExploratory Mixed Method, the current research was inspired by the virtual opportunity provided by VRtechnologies and aimed to examine the effect of VR experience on developing EFL writing skills. 24 freshmanEFL students initially attended a semi-structured interview and watched a VR and a 2D traditional video indifferent time periods. After completing a short writing task, learners were interviewed again for post-experienceopinions. The results showed that (1) EFL learners were aware of VR technology, (2) VR experience did notaffect short term writing performance but was found to be promising in the long run and (3) a majority oflearners enjoyed VR videos but also expressed a number of technical limitations such as low video quality andphysical discomfort. VR technologies were also discussed in terms of language teaching research.

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