Could virtual reality be the next approach for international students learning Maltese?

Abstract

Although Virtual Reality (VR) technology is becoming increasingly popular, little is known about the prospect of using VR tools for educational purposes in the context of teaching Maltese. The current study used a mixed research methodology to explore this issue. The qualitative approach and a focus group technique were applied to collect data from 25 teachers about the usage of VR in language learning settings. To collect data on the potential efficacy of VR technologies in the Maltesecontext, the research's quantitative phase involved completing an online survey among the same respondents. The study's findings shed light on the effectiveness of VR in teaching and learning Maltese as a second language. The study offers a detailed discussion of the advantages and disadvantages of VR for international students learning Maltese based on the results of NVivo thematic analysis and the quantitative data collected by using the survey method. Educators laud VR for engaging students in an immersive environment and enriching the learning context with vital entertainment features. According to thisresearch, VR tools are not currently being employed to help learners learn Maltese, and there is still a lot of uncertainty about the principles that guide how these tools should be used in ML2 contexts. Thisstudy critically discusses the most important aspects of this uncertainty and outlines a number of challenges related to VR, including high costs, bulky headsets, and technical issues.