PRIMARY SCHOOL PUPILS’ PERCEPTION OF VR TECHNOLOGY IN DEVELOPING INTERCULTURAL COMMUNICATIVE COMPETENCE IN THE MANDARIN AS A SECOND LANGUAGE (MSL) COURSE

Abstract

Virtual reality has been found of great potential to develop intercultural communicative competence and as an effective tool to incorporate intercultural learning principles into engaging lessons in second language education. In this study, Intercultural Communicative Competence Virtual Reality (IC2VR) is a module that employs VR technology to promote ICC among primary school pupils. The study aims to investigate Year 5 pupils' perceptions of the use of VR technology in developing ICC in the Mandarin as a Second Language (MSL) course. A group of 32 pupils who were enrolled in the MSL course were selected from two different national schools to participate in this study. A survey questionnaire was developed to identify the pupils’ technology usage and the pupils' learning experiences of the use of VR technology throughout the ICC development effort in the MSL course. Statistical analysis was conducted to analyse the data and presented as frequencies and percentages in tables. Responses from the open- ended question were gathered, coded and organised into themes. General findings were that majority of the pupils were first-time VR users and they had positive perceptions towards VR technology. The study revealed that the pupils were comfortable with VR technology used in the MSL course. It also indicated that VR technology brings enjoyable lessons to pupils and increases their interest in obtaining new cultural knowledge. This study will benefit policy makers, teachers, instructional designers, and pupils in an effort to understand pupils’ perception of VR technology and how it impacts the development of pupils' ICC in MSL classes.