Augmented and Virtual Reality in English Language Teaching

Augmented and Virtual Reality in English Language Teaching

Augmented Reality (AR) and Virtual Reality (VR) are powerful tools that bring immersive experiences to language classrooms. AR overlays digital information onto the real world, while VR creates fully interactive, virtual environments. These technologies engage students visually and interactively, making language learning more dynamic. However, challenges such as access to devices and technical know-how can hinder their application.

For our project, we chose the "Exploring a City Abroad" task and focused on Paris. We created interactive materials for A2-level English prep class students, guiding them to explore the Eiffel Tower, the Louvre Museum, and Parisian cuisine. By linking 360° videos and 3D objects to handouts, we ensured students could virtually "visit" these landmarks and answer engaging questions like, "If you could visit one part of the Louvre, which would it be and why?"

The process had its ups and downs. Initially, we struggled with integrating AR links into Canva, but after some research, we found tutorials that helped us embed them effectively. To manage tasks, we divided the workload: one partner handled researching AR/VR resources, while the other designed the handouts. Collaborative tools like Canva and Google Drive made coordination seamless.

Looking ahead, AR and VR will likely revolutionize language teaching. They not only foster creativity and critical thinking but also offer practical exposure to authentic contexts. As technology becomes more accessible, I see these tools becoming integral in making lessons more engaging and effective.

My friends Emir, Emirhan, Emir Batu, and I worked together as a group to complete this assignment. Using advanced technologies, we showcased two famous landmarks in Florence along with traditional cuisine. To create this experience, we utilized online resources such as videos, 3D models of the landmarks, and 360-degree videos. Students were able to explore the city by scanning QR codes embedded in the worksheet, which gave them direct access to these materials.

We enhanced the learning experience with thought-provoking questions related to the landmarks and food, making the activities both engaging and educational. For each topic we introduced, we included four carefully crafted questions designed to spark curiosity and encourage active participation.

As a final task, we assigned a creative homework project: students were asked to imagine spending a day in Florence and write a diary entry describing their experiences. This activity allowed them to practice their language skills while reflecting on what they had learned in a fun and imaginative way.

You can see the worksheets we prepared below: