Female ESP Postgraduates' Acceptance of Virtual Reality Learning: Aye or Nay

Abeer Ahmed Madini, Dalal Alshaikhi


The current study examined the views and attitudes of (N=20) postgraduates' after using virtual reality (VR) headsets to learn English for Specific Purpose (ESP) vocabulary. The study also explored factors affecting their perception. A mixed method approach was used to collect the data. First, initial focus group interviews were conducted with some students to explore their opinions. To assess whether other participants share the same views, a follow up online questionnaire was adopted and adapted, afterward, based on themes emerged from the literature review and the focus group interviews thematic analysis. The results concluded that students were enthusiastic about using VR as an instruction tool in their ESP classrooms. They also suggested integrating it in other courses. This study helps to bridge the gap in literature as few studies investigated Saudi female postgraduates' perception toward the use of VR headsets to learn ESP vocabulary. This study answers the calls of using immersive interactive VR in ESP environments to provide mock-ups of real-life experiences to compensate for the lack of authentic ESP learning.



Perception, virtual reality headset, ESP vocabulary, immersion, imagination, Technology Acceptance Model, Task-Technology Fit

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