Key points are not available for this paper at this time.
Abstract Virtual reality (VR) tools have played an increasingly important role in instructional design theory, though the significance of VR tools and their underlying concepts have largely been ignored in CALL. In the following sections, we will first give a preliminary definition of VR, followed by an overview of both high- and low-end VR applications in second language acquisition. Especially text-based VR projects have indicated how a combination of VR theories that have largely evolved outside language learning and one of the most important concepts in second language acquisition today, learner autonomy (Wolff, 1994), can enhance both the design and pedagogy of CALL software. In our final section, we reflect on the position of VR in current CALL research. As existing empirical research is insufficient for any conclusive claims at this stage, we have compiled a number of avenues where further research is necessary and promising.
Klaus Schwienhorst (Mon,) studied this question.