Exploring Multiliteracy of Pre-Service Language Teachers through Spherical Video-Based Virtual Reality

Abstract

This qualitative study aims to explore how the production of language learning materials using spherical video-based virtual reality (SVVR) affords pre-service teachers multiliteracy development while also attempting to discover their perceptions toward adopting this emerging technology for future language teaching. Data from multiple sources was collected from pre-service English teachers enrolled in a TESOL graduate program in Taiwan, including video-recordings of the participants' presentations on their final SVVR projects and their self-generated VR teaching materials/artifacts, with two one-to-one semi-structured interviews further analyzed based on thematic analysis. The major findings demonstrate that through conducting the SVVR project, participants learned: (1) to compose multimodal lessons; (2) to concretize intangible contexts for learning; and (3) to use space as a mode for teaching and learning. The authors presented insights into affordance of SVVR material production for their multiliteracy development of engaging pre-service English teachers, as well as their perceptions with regard to this SVVR hands-on experience. Moreover, the authors offer recommendations for putting such experience into practice.