Virtual Reality (VR) and its Acceptance among English Language Teachers

Abstract

Without a doubt, incorporating virtual reality (VR) into a comprehensive educational framework would offer an immersive and interactive learning environment. Nevertheless, the extensive implementation of this technology is still ongoing. To enhance comprehension of these areas and assist teachers in effectively utilising these technologies, it is significant to further investigate the distinctive features and desired benefits. However, the level of virtual reality (VR) adoption specifically in Sarawak, remains uncertain despite the significant potential offered by VR. This study aims to investigate the level of acceptance among English Language teachers towards virtual reality (VR). The study utilised a quantitative research method, specifically employing a cross-sectional survey methodology. The findings revealed that technology plays a vital role in the daily practices among English Language teachers in Sarawak. Teachers are more inclined to adopt virtual reality (VR) in English as a Second Language (ESL) classrooms if they are equipped with a greater level of technological proficiency and skill.