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Abstract The present study aims to explore how pre- and in-service language teachers incorporate the cutting-edge technology of immersive virtual reality (iVR) into their teaching practice. Specifically, the study examined how their different knowledge levels and teaching experiences influenced their integration of technology by analyzing their performance-based tasks in microteaching in an iVR environment. This particular technology was selected for the study because it was expected to bring multiple pedagogical benefits to future foreign language learning classrooms, such as contextualized learning, increased learner motivation and interest, and enhanced interaction and communicative skill training. The study employed in-depth qualitative analysis. Data (lesson plans, screen recordings of microteaching episodes, and reflection papers) were collected from one preservice teacher training course and one in-service teacher training course at a Korean university. The study found a large gap between pre- and in-service teacher performance and identified the sources of the differences based on qualitative data analysis. The results showed that not only teachers’ technological knowledge but also their pedagogical knowledge of the use of technology and confidence in teaching affected technology integration. As technology integration has become more important in language education, the current study provided insight into how to better prepare teachers for future learners.
Lee et al. (Tue,) studied this question.