Abstract
This paper tries to identify some of the advantages and disadvantages of the use of virtual reality tools in the process of teaching and learning English as a Second Foreign Language in the context of vocational high schools, in the city of Valencia (Spain), that also embrace inclusive educational programmes. This research focuses on the discernments and feedback of four high school teachers who were interviewed. The outcome shows the importance of holding previous knowledge in this field and being efficiently trained in the the use of these tools in the language classroom (English). Teachers from these vocational schools highlight both obstacles and benefits that arise from the use of virtual reality when learning a foreign language.
Presenters
Marta CarrionInternational Baccalaureate French/English Educator , Modern Languages and Cultural Studies, International Baccalaureate Organization, Alberta, Canada
Details
Presentation Type
Theme
KEYWORDS
Virtual reality, TEFL, Integrating ICT, Vocational and Inclusive Education
