Riding the VR Wave: A Closer Look at Teachers' Acceptance in the ESL Classroom

Abstract

The integration of technology in education is essential, particularly for the Alpha generation, who prefer engaging and stimulating learning environments. Incorporating virtual reality (VR) into English as Second Language (ESL) learning has immense potential, despite ongoing concerns about its effectiveness in the classroom. However, the relevance of VR in ESL courses in the Malaysian context warrants further investigation. This research aims to identify the factors that contribute to teachers' acceptance of VR in primary ESL classrooms. The study involved 113 primary English teachers in Rompin schools. Teachers' acceptance was measured through an online Likert-Scale questionnaire, consisting of 12 close-ended items. Descriptive analysis was utilized to compute the percentage, mean and standard deviation of the results. The findings reveal that the implementation of VR is perceived to benefit learners by significantly improving motivation and engagement, consequently enhancing learning achievement. Additionally, VR holds the potential to alleviate anxiety associated with learning English. This study is noteworthy in highlighting the untapped potential of VR in English language teaching and learning, aligning with the overarching goal of integrating technology into education for the future. By comprehending both the impact and limitations of VR in ESL classrooms, educators in Malaysia can make well-informed decisions about incorporating this technology to enhance the overall English language learning experience.