
==== Front
Heliyon
Heliyon
Heliyon
2405-8440
Elsevier

S2405-8440(24)12731-4
10.1016/j.heliyon.2024.e36700
e36700
Research Article
Exploring L2 educators' training and professional development needs in VR English language learning
Elhambakhsh Seyedeh Elham s.e.elhambakhsh@yazd.ac.ir
⁎
Neysani Masoud masoudneysani.habibabad@gmail.com

Nikbakht Ahmadreza ahmadreza13771385@gmail.com

Department of English Language and Literature, Yazd University, Yazd, Iran
⁎ Corresponding author. s.e.elhambakhsh@yazd.ac.ir
28 8 2024
15 9 2024
28 8 2024
10 17 e3670015 11 2023
8 8 2024
20 8 2024
© 2024 The Authors
2024
https://creativecommons.org/licenses/by-nc/4.0/ This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Virtual Reality technology has garnered increasing attention and utilization within language education. The research explored the multifaceted challenges and opportunities L2 educators encounter in Iran when integrating VR technology into language instruction and when focusing on educators' perceptions of VR technology and the training gaps they identify. The researchers adopted a qualitative case study design. The selection of cases involved purposive sampling. The study included a total number of 23 L2 educators from language institutions in Iran. In the current study the researchers administered a qualitative case study design, focusing on the experiences of educators in real-world settings where VR technology was being used or considered for language instruction. Research findings reveal that educators encounter significant training gaps related to VR technology, emphasizing the critical need for comprehensive training programs. The implications of this study underscore the importance of equipping educators with the knowledge and skills required to harness VR's potential for enhancing language instruction. Training programs should encompass technical proficiency, pedagogical competence, administrative navigation, collaborative learning, alignment with learning goals, and ongoing professional development. By addressing these multifaceted needs, institutions and organizations can empower educators to leverage VR effectively, fostering engaging and effective language learning experiences for students.

Keywords

VR language learning
Teacher training
Professional development
Language education
Virtual reality
==== Body
pmc1 Introduction

In the ever-evolving landscape of education, technological advancements have consistently played a transformative role, offering new avenues to engage learners and enhance pedagogical practices [25,41]. Virtual Reality (VR), once confined primarily to the realm of immersive gaming, has emerged as a powerful tool with the potential to reshape the educational experience (Gregory et al., 2016). Particularly noteworthy is its application in the domain of language instruction, where it opens doors to innovative and immersive language learning environments. As educators’ endeavor to harness the benefits of VR technology to enrich language education, an imperative emerges— the need for comprehensive teacher training and professional development tailored to the unique demands and opportunities presented by VR-enhanced language instruction.

Now a days, research studies have focused on the multifaceted landscape of VR language learning and the essential role that teacher training plays in unlocking its potential. The researchers shall traverse the theories underpinning VR's utilization in language teaching and learning [25,27,50].

The convergence of VR and language learning holds the promise of immersive and contextualized experiences that resonate deeply with learners, fostering motivation, intercultural awareness, and linguistic competence [50]. Yet, while the potential is vast, the complexities are profound. Educators embarking on this transformative journey need not only a mastery of VR technology but also a nuanced understanding of its pedagogical nuances. They must grapple with questions of how best to leverage VR to enhance language acquisition, create engaging virtual environments, and navigate the challenges posed by this innovative approach. Furthermore, as VR continues to evolve, educators must remain adaptable and open to emerging trends, integrating them judiciously into the language learning landscape [18].

VR technology, a dynamic tool in contemporary language education, aligns with the interaction hypothesis proposed by Long [36] VR provides learners with immersive virtual environments, where they can interact with real or virtual participants [5,12,47,48]. This immersive quality of VR technology offers opportunities for authentic language experiences, enabling learners to engage in meaningful interactions, explore language in context, and expand their linguistic competence. However, not all VR environments naturally lead to language output, necessitating thoughtful pedagogical planning to ensure learners actively produce language to fulfill learning objectives.

Against this backdrop, the research study unfolds as a comprehensive resource, illuminating the path toward effective VR language instruction. By examining the training and professional development needs of educators [25], we hope to catalyze discussions, encourage empirical research, and inspire a generation of language educators poised to leverage VR's potential, thereby advancing the frontiers of language learning in the 21st century. In an era of rapid technological change, the bridge between VR and language instruction is one that, when expertly constructed and thoughtfully traversed, has the power to redefine language education for generations to come. The theoretical framework presented herein establishes the foundational principles that underpin the integration of VR technology into language education. It highlights the significance of comprehensible input, sociocultural and multimodal perspectives, language output, and cooperative learning in the process of enhancing language instruction. This framework serves as a compass for exploring the training and professional development needs of educators seeking to harness the potential of VR in language instruction, ultimately striving to reshape language learning experiences and outcomes in the digital age.

Here are two research questions.1 How do educators in diverse educational settings perceive the integration of Virtual Reality (VR) technology into language instruction, and what are the specific challenges and opportunities they encounter?

2 What are the training and professional development needs of educators using VR in language instruction, and how do these needs vary across different educational contexts and levels?

2 Literature review

In the pursuit of preparing educators to effectively utilize Virtual Reality (VR) in language instruction, this literature review synthesizes findings from three crucial research areas: 1) the advantages of incorporating VR technology in language education; 2) the implementation of VR in K-12 educational settings; and 3) the perceptions of both teachers and students concerning the integration of VR technology.

2.1 Benefits of VR in language education

Virtual Reality technology has garnered increasing attention and utilization within language education, with research highlighting numerous pedagogical benefits. Studies have consistently documented the advantages of integrating VR in language instruction. These advantages encompass a range of outcomes, including enhanced opportunities for linguistic production, increased self-expression and self-efficacy, heightened learner autonomy and motivation, improved cross-cultural competence, enhanced listening skills, and positive results in vocabulary acquisition [1,4,8,9,19,21,22,31,33,34,38,44,48,49,51,53,57,59].

The Immersive Learning Research Network annually publishes a study that explores the potential trajectory of immersive technologies, such as virtual reality (VR). The 2021 research by Lee et al. [32]. highlights several educational prospects offered by virtual reality (VR). These encompass genuine learning tasks that are integrated into real-life situations, fostering learners' creativity as designers and producers, thereby facilitating a more profound comprehension. Additionally, there are opportunities for social interaction and collaborative learning in emerging virtual reality applications like Engage (https://engagevr.io/) and Mozilla Hubs (https://hubs.mozilla.com/). VR has the distinct ability to provide a learning experience that is situated in simulated or imagined environments. This offers various advantages in terms of cognition, social interaction, and emotional impact [40].

Several recent research offer evidence that this type of immersion can enhance both the process and outcome of learning. Reading in VR environment has been found to enhance knowledge transfer [2]. Similarly, learning about historical events in a VR environment can boost engagement, empathy, presence, and knowledge mastery [7]. Petersen et al. [46] demonstrate that interactivity in VR can reduce cognitive load [54], while immersion in VR leads to heightened situational interest among learners. Lai and Chen [30] asserted that acquiring vocabulary in a virtual reality gaming setting resulted in enhanced vocabulary proficiency as demonstrated by improved performance in translation and recognition assessments. Furthermore, learners expressed a desire to continue utilizing the virtual reality tool for their vocabulary enhancement. Tai et al. [58] found that the utilization of the Mondly VR application resulted in a substantial improvement in language acquisition and retention. Recent research has provided evidence that the utilization of avatars in virtual reality (VR) can effectively reduce foreign language anxiety [20] and promote improved communication among learners [37,63].

Furthermore, the pedagogical merits of VR in foreign language learning have been classified into five categories: authentic communication and content, autonomous learning and peer teaching in student-centered classrooms, individualized learning, the significance of experimentation and play, and students as researchers [61].

2.2 Integration of VR in K-12 classrooms

K-12 educational settings present unique challenges and constraints compared to higher education. Teaching in K-12 environments is typically subject to stringent teaching standards mandated by state education departments and limited budgets allocated by school districts. As a result, K-12 educators often encounter obstacles in adopting new technologies [10]. Nevertheless, studies reveal promising outcomes when implementing VR in K-12 classrooms, including improved learning achievements, increased motivation, enhanced knowledge retention, development of critical thinking skills, and differentiated learning opportunities [24,39,42,52]. These findings indicate that the benefits of VR can potentially extend to English Learners (ELs) in K-12 settings.

2.3 Perceptions of teachers and students in using VR

Understanding the perceptions of both teachers and students regarding VR technology in language education is essential for effective integration. Research has consistently demonstrated that students generally exhibit positive attitudes towards VR for language learning purposes [15,23,26,29,33,47]. However, issues and concerns have been raised, including frustrations related to technical problems and physical discomfort [16,23,43,60]. These challenges underscore the importance of comprehensive training and support for learners engaging with VR.

In contrast, teachers' perceptions of VR in language classrooms tend to be more conservative, often citing concerns regarding technology readiness, administrative support, and pedagogical guidance [3,45,55]. It is evident that educators require thorough preparation and professional development to effectively integrate VR technology into their teaching practices. Furthermore, studies emphasize the necessity of aligning VR usage with specific learning objectives and conducting needs assessments to ensure technology integration is pedagogically meaningful [3,45]. Based on the above-mentioned investigations, understanding the perceptions of both students and teachers is crucial for successful integration. Teachers require comprehensive training and support to harness the full potential of VR in language instruction while addressing challenges and concerns.

3 Method

3.1 Qualitative case study design

The researchers employed a qualitative approach, utilizing methods such as in-depth interviews, observations, and document analysis. This design allows for a deep exploration of participants' experiences, perceptions, and challenges related to VR integration [13]. The qualitative case study design enables researchers to gather rich, detailed data on educators' experiences with VR technology. This includes nuanced understandings of challenges faced, opportunities perceived, and specific training needs identified. The study's rigorous design, incorporating purposive sampling and a qualitative case study approach, allows for a comprehensive exploration of VR integration in language instruction among second language educators in Iran.

3.2 Participants

The selection of cases is purposive sampling to ensure diversity in terms of educational levels (K-12, higher education, language training institutions), and levels of VR integration (from novice to experienced). The study included a total of 23 s language educators who teach English language in various language institutions in Iran. Both male and female second language educators with different academic degrees participated in the current study. Their mean years of teaching experience was 10.94, ranging from 6 to 26. The participants' ages ranged from 25 to 50, with a mean age of 37.50. Persian was the participant's first language, and there was not any outlier in the current research study.

3.3 Instrumentations

The following instruments were used by the researchers.

3.3.1 Semi-structured interviews

These interviews tried to explore their experiences, perceptions, challenges, and training needs related to VR integration in language instruction. Interviews were audio-recorded, transcribed, and analyzed thematically.

3.3.2 Observations

Researchers conducted a classroom observation to gain firsthand insights into how educators are utilizing VR technology in language instruction. These observations helped to contextualize the educators' experiences and training needs.

3.3.3 Document analysis

Relevant documents, such as training materials, curricula, and educational policies, were analyzed to understand the institutional context and support structures in place for VR language learning.

3.3.4 Types of VR devices and applications used

To provide a comprehensive understanding of the educators' experiences with VR, the researchers collected detailed information about the types of devices and applications used, as well as how VR was integrated into their teaching practices.

Devices: The educators used various VR headsets, including Oculus Rift, HTC Vive, and Google Cardboard. These devices were chosen based on availability, institutional support, and personal preference.

Applications: The educators employed a range of VR applications tailored to language learning. Commonly used applications included "Mondly VR," "AltspaceVR," and "Engage VR." These applications provided immersive environments for practicing conversational English, engaging in virtual cultural experiences, and participating in interactive language exercises.

3.3.5 Integration of VR in teaching practices

Routine Integration: Some educators integrated VR as a routine part of their language instruction. For instance, they used VR for weekly conversation practice sessions, virtual field trips, and cultural immersion activities. These educators reported that routine integration helped students become more comfortable with the technology and improved their engagement and language skills over time.

Supplementary Integration: Other educators used VR as a supplementary tool, incorporating it occasionally to enhance specific lessons or provide unique experiences. For example, VR was used to simulate real-world scenarios, such as ordering food in a restaurant or asking for directions, which were otherwise difficult to replicate in a traditional classroom setting. These educators found that supplementary use of VR added variety to their teaching methods and kept students motivated.

The combination of diverse devices, applications, and integration strategies allowed the researchers to capture a wide range of experiences and insights, enriching the study's findings on VR integration in language instruction.

3.4 Data collection and analysis Procedure

To gain a comprehensive understanding of educators' training and professional development needs in the context of VR language learning, a case study approach was employed by researchers. This methodology allows for an in-depth exploration of the experiences, perceptions, and requirements of educators in specific educational settings, providing rich insights into the challenges, and opportunities associated with VR integration in language instruction. In the current study the researchers administered a qualitative case study design, focusing on the experiences of educators in real-world settings where VR technology was being used or considered for language instruction.

The researchers employed a total of 23 case studies for a qualitative analysis of using VR in English language classes. These few numbers of case studies mean that the researcher was able to analyze each case study in detail and reveal reasonable assumptions about each one. The selection of a larger number of case studies might mean that the researcher has to deal with more cumbersome data [11]. The researchers participated in the class like other learners. During the class time (90 min), the researchers took some notes, and also recorded the voice of both students and teachers in the classes. The researchers collected required data during 15 weeks, and at the end of the semester conducted a Semi-Structured Interviews with each of the educators.

The following steps were followed by the researchers to collect and analyze the data.

3.4.1 Data immersion

The researchers immersed themselves in the collected data, including interview transcripts, observation notes, and documents, to gain a holistic understanding of each case while they were teaching English language in their classes. This step is crucial for developing familiarity with the data, which is foundational for subsequent analysis and interpretation (Creswell, 2013). The data from classroom observations and document analysis were incorporated into the results in the following ways:

Contextual Insights: Observations provided contextual insights into how VR was integrated into language instruction. This included understanding the practical application of VR in classrooms, the interaction between students and VR content, and the instructional techniques used by educators. These insights were used to contextualize the experiences and perceptions reported by educators in the interviews.

Validation of Interview Data: The observations and document analysis helped validate and triangulate the data obtained from the semi-structured interviews. For instance, educators' reported experiences and challenges with VR were cross-checked with actual classroom practices and institutional support structures identified in documents. This triangulation helped ensure that the findings were robust and reflective of real-world practices.

3.4.1.1 Example of Validation of Interview Data through observations and document analysis

During the study, one of the key themes that emerged from the semi-structured interviews with educators was the challenge of technical difficulties when integrating VR into their language instruction. Educators frequently mentioned issues such as device malfunctions, software glitches, and inadequate technical support as significant obstacles.

3.4.2 Interview data

One educator, for instance, stated:

"While VR has great potential, I often face technical difficulties. The VR headsets sometimes don't connect properly, and the software can be glitchy. Additionally, we lack timely technical support from our institution, which hampers my ability to use VR effectively in my classes."

3.4.3 Observations

To validate and triangulate these reported challenges, researchers conducted classroom observations. During these observations, they noted several instances where technical difficulties indeed disrupted the flow of the class. Specific observations included:

Device Malfunctions: In one class, the VR headset failed to connect properly, causing a 15-min delay while the educator tried to troubleshoot the issue.

Software Glitches: Another observation highlighted a software crash during a VR-based language exercise, leading to student frustration and loss of engagement.

Lack of Technical Support: Researchers observed that the educator had to handle technical issues alone, with no immediate assistance available from the institution's technical support team.

3.4.3.1 Document analysis

Researchers also analyzed relevant institutional documents, such as technical support policies and maintenance logs, to understand the support structures in place for VR integration. The document analysis revealed:

Inadequate Technical Support: The institution's technical support policy indicated that support was available only during limited hours, which did not align with the educators' class schedules. Maintenance logs showed frequent but unresolved reports of VR-related technical issues.

Insufficient Training: Training materials provided to educators were outdated and did not cover troubleshooting common VR issues, further contributing to the reported challenges.

3.4.4 Triangulation and validation

By cross-checking the interview data with classroom observations and document analysis, researchers validated the educators' reported experiences:

Alignment with Observations: The technical difficulties mentioned by educators in interviews were directly observed during classroom sessions, confirming that these challenges were genuine and impactful.

Consistency with Document Analysis: The lack of timely technical support and insufficient training identified in institutional documents corroborated the educators' statements about inadequate support and preparation.

This triangulation of data from multiple sources (interviews, observations, and document analysis) ensured that the findings were robust and reflective of real-world practices. It highlighted the technical challenges faced by educators in integrating VR into language instruction and the institutional gaps in providing adequate support, thus providing a comprehensive and validated understanding of the issue.

Identification of Themes: Data from observations highlighted specific themes such as student engagement, technical challenges, and instructional strategies. These themes were compared and integrated with those emerging from interview data to develop a comprehensive understanding of the educators' experiences. Document analysis provided additional layers of understanding regarding the institutional framework and support for VR integration.

To provide readers with a clear understanding, we will focus on identifying themes related to VR integration in language instruction, such as student engagement, technical challenges, and instructional strategies.

Method Used to Identify Themes: Thematic Analysis.

The researchers employed thematic analysis (Braun & Clarke, 2006) to identify and analyze themes within the qualitative data. This involved several steps:

Familiarization with Data: Researchers immersed themselves in the data by reading and re-reading interview transcripts, observation notes, and documents.

Generating Initial Codes: Key phrases and sentences were highlighted and coded based on recurring topics.

Searching for Themes: Codes were examined to identify patterns and grouped into potential themes.

Reviewing Themes: Themes were reviewed and refined to ensure they accurately reflected the data.

Defining and Naming Themes: Each theme was clearly defined and named, capturing the essence of the data.

Example of Theme Identification.

Data from Observations.

During classroom observations, researchers noted various instances that highlighted specific themes:

Student Engagement: Observations showed that students were highly engaged during VR sessions, often displaying increased participation and enthusiasm. For instance, students using "Mondly VR" for language practice were more interactive compared to traditional classroom activities.

Technical Challenges: Frequent technical issues were observed, such as VR headsets not connecting properly and software crashes disrupting lessons.

Instructional Strategies: Educators employed different strategies to integrate VR, such as using VR for immersive cultural experiences and simulating real-life scenarios for conversational practice.

3.4.5 Data from interviews

Interviews with educators revealed similar themes:

Student Engagement: Educators reported that VR significantly increased student motivation and engagement. One educator mentioned, "Students are more excited to participate when we use VR. It brings a new level of interaction that traditional methods can't match."

Technical Challenges: Many educators echoed the challenges with VR technology. Another educator stated, "The most frustrating part is when the technology fails. It disrupts the entire lesson plan."

Instructional Strategies: Educators shared various ways they integrated VR into their teaching. For example, one educator used VR to take students on virtual field trips, enhancing their understanding of different cultures.

3.4.6 Data from document analysis

Document analysis provided additional context and support for these themes:

Student Engagement: Curriculum guidelines and educational policies emphasized the potential of VR to enhance student engagement and learning outcomes.

Technical Challenges: Maintenance logs and technical support documents confirmed the frequent technical issues and highlighted the institution's limited capacity to address these problems promptly.

Instructional Strategies: Training materials and lesson plans demonstrated a variety of instructional strategies recommended for VR integration, though some educators indicated these resources were outdated.

3.4.7 Integration of themes

The themes identified from different data sources were compared and integrated to develop a comprehensive understanding of the educators' experiences:

Student Engagement: Observational data showing high student engagement were supported by educators' reports in interviews and reinforced by curricular documents promoting VR use for engagement.

Technical Challenges: Observations of technical difficulties were corroborated by interview data and documented support issues, confirming this as a significant barrier to effective VR integration.

Instructional Strategies: The variety of instructional strategies observed and reported by educators aligned with the strategies outlined in institutional documents, highlighting both innovative practices and the need for updated resources.

By employing thematic analysis, researchers systematically identified and integrated themes across different data sources. This approach ensured that the findings were well-rounded and reflective of the complex realities of VR integration in language instruction. The triangulation of observations, interviews, and document analysis provided a robust and nuanced picture of the educators' experiences, challenges, and strategies.

Comprehensive Understanding: By combining insights from interviews, observations, and documents, the researchers were able to develop a comprehensive understanding of the educators' experiences, challenges, and needs. This holistic approach ensured that the findings were thorough and accurately represented the complex dynamics of VR integration in language instruction. The integration of data from multiple sources allowed the researchers to capture a more nuanced picture of VR use in educational settings. Fig. 1 shows VR integration in language instruction.Fig. 1 The diagram illustrates the comprehensive understanding of VR integration in language instruction.

Fig. 1

3.4.8 Pattern recognition

Patterns, themes, and key concepts were identified within and across cases. Thematic analysis was employed to categorize and interpret the data [6]. Thematic analysis involves systematically identifying, organizing, and offering insights into patterns of meaning (themes) across a dataset. Braun and Clarke [6] outline six steps in this process.1. Familiarization with the Data

Objective: To immerse oneself in the data to understand its depth and breadth.

Example: Researchers read and re-read interview transcripts, observation notes, and documents. During this process, they made initial notes and observations.• Interview Transcript: An educator mentioned, "The biggest challenge with VR is the technical issues that disrupt the flow of teaching."

• Observation Note: Noted a 15-min delay in class due to VR headset connection problems.

• Document Analysis: Found frequent reports of unresolved technical issues in maintenance logs.

2. Generating Initial Codes

Objective: To identify and code interesting features of the data systematically.

Example: Researchers highlighted key phrases and sentences related to specific challenges, engagement, and strategies.• Code: “Technical Issues”

Interview Transcript: "The biggest challenge with VR is the technical issues … "

Observation Note: "15-min delay due to VR headset connection problems."

Document Analysis: "Frequent reports of unresolved technical issues."3. Searching for Themes

Objective: To collate codes into potential themes and gather all relevant data for each theme.

Example: Researchers grouped similar codes under broader themes such as "Technical Challenges," "Student Engagement," and "Instructional Strategies."• Theme: Technical Challenges

Codes: Technical issues, VR headset problems, software glitches, lack of technical support.4. Reviewing Themes

Objective: To refine themes by checking if they work in relation to the coded extracts and the entire dataset.

Example: Researchers reviewed the collated data extracts for each theme to ensure coherence and distinctiveness.• Refinement: The "Technical Challenges" theme was reviewed to ensure it included all relevant data from interviews, observations, and documents. The coherence between different sources was checked.

5. Defining and Naming Themes

Objective: To refine the specifics of each theme and generate clear definitions and names for them.

Example: Researchers defined the theme "Technical Challenges" as encompassing all issues related to VR technology that hindered effective teaching and learning.• Definition: "Technical Challenges" include any reported or observed issues with VR devices, software, and the availability of technical support that disrupt the educational process.

6. Producing the Report

Objective: To write a detailed analysis of each theme, including examples, and relate it back to the research question and literature.

Example: Researchers wrote a comprehensive report on "Technical Challenges," including specific examples from interviews, observations, and document analysis.

Report Excerpt: "The theme 'Technical Challenges' was a significant barrier to VR integration. As one educator stated, 'The biggest challenge with VR is the technical issues that disrupt the flow of teaching.' Observations corroborated this, noting a 15-min delay due to VR headset connection problems. Document analysis further supported these findings, revealing frequent reports of unresolved technical issues in the institution's maintenance logs."

3.4.9 Cross-case analysis

Data from multiple cases were compared and contrasted to identify overarching themes and patterns that transcend individual contexts. The researchers used qualitative data analysis software (e.g., NVivo) to assist in managing and analyzing qualitative data [62].

Member Checking: To enhance validity, participants were given the opportunity to review and validate the findings to ensure that their experiences are accurately represented [35]. The member checking process involved participants reviewing the preliminary findings to ensure that their experiences were accurately represented. The outcomes of this process were as follows:

Validation of Findings: This refers to a critical step in qualitative research where researchers seek confirmation from the study participants regarding the accuracy and credibility of the identified themes and patterns. This process is part of member checking, aimed at ensuring that the data analysis genuinely reflects the participants' experiences and perspectives.1. Participant Review: Researchers share the preliminary findings, which include the themes and patterns identified during the data analysis, with the study participants. This could be in the form of a summary document, a presentation, or detailed reports.

2. Feedback Collection: Participants are asked to review these findings and provide feedback on whether they believe the results accurately represent their experiences and perspectives shared during interviews, observations, and document analysis.

3. Confirmation and Revisions: Based on the feedback received, the researchers confirm whether the themes and patterns are correct. If participants agree with the findings, it validates the accuracy of the researchers' interpretation. If there are discrepancies or additional insights, researchers revise the themes and patterns accordingly to better reflect the participants' true experiences.

3.4.10 Significance of Validation of Findings

1. Credibility: When participants confirm the accuracy of the findings, it enhances the credibility of the research. It shows that the themes and patterns identified are not just interpretations imposed by the researchers but are grounded in the actual experiences of the participants.

2. Reliability: Validation helps ensure that the findings are reliable and can be trusted. It reduces the risk of researcher bias influencing the results and increases the dependability of the study.

3. Richness of Data: The feedback process often brings to light additional nuances and insights that might have been overlooked initially. This enriches the data and provides a more comprehensive understanding of the research topic.

4. Participant Empowerment: Involving participants in the validation process empowers them and acknowledges their role as co-creators of knowledge. It respects their perspectives and ensures their voices are accurately represented in the final report.

3.4.11 Example of Validation of Findings

Researchers conducted a study on the integration of VR in language instruction among second language educators in Iran. They identified themes such as "Technical Challenges," "Student Engagement," and "Instructional Strategies."

3.4.11.1 Process

1. Sharing Findings: Researchers prepared a summary of the preliminary findings and shared it with the participants (23 s language educators) and three experts.

2. Collecting Feedback: Participants reviewed the summary and provided feedback on whether these themes accurately reflected their experiences. Feedback was collected through emails, written comments, and verbal discussions during follow-up meetings.

3. Confirming Accuracy: Most participants confirmed that the findings accurately represented their experiences. For example, an educator might have said, "Yes, the theme 'Technical Challenges' accurately describes the issues we face with VR devices and software in the classroom."

4. Revising Based on Feedback: In cases where participants provided additional insights, such as specific examples of technical support needs or successful VR activities, researchers revised the findings to incorporate these new details. This might involve refining the description of the "Technical Challenges" theme to include specific sub-themes like "Device Compatibility Issues" and "Software Glitches."

5. Finalizing Results: After integrating feedback, the researchers finalized the findings. The high level of participant agreement (approximately 90 %) confirmed the accuracy and reliability of the themes and patterns identified.

During the member checking process, participants often provide additional details that enrich the research findings. Here are some examples.1. Specific Challenges Faced with VR Integration:

Example Insight: One participant, an experienced teacher, described a challenge related to VR-induced motion sickness among students. This was not initially identified as a significant issue. They shared, "Several of my students complained of dizziness and nausea after using the VR headsets for extended periods. This limited the duration of VR activities in my classroom."

Implication: This insight highlighted the need to consider physical discomfort and its impact on the duration and design of VR activities.2. Successful VR Activities in Classrooms:

Example Insight: Another participant provided a detailed account of a successful VR activity. They explained, "Using the 'Engage VR' platform, I conducted a virtual field trip to an English-speaking country. Students participated in a simulated shopping experience, where they practiced vocabulary and conversational skills. This activity significantly improved their speaking confidence."

Implication: This insight provided a concrete example of how VR can be effectively used to enhance language learning through immersive experiences.

3.4.12 Revisions and Refinements

Based on the feedback from participants, the researchers made several revisions to the findings to ensure accuracy and comprehensiveness.1. Clarifying Themes:

Example Revision: Initially, the theme "Technical Challenges" was broadly defined. After feedback, it was refined to include specific sub-themes such as "Device Compatibility Issues" and "Software Glitches." For instance, one participant suggested, "It's not just general technical difficulties; we often face specific issues like VR headsets not being compatible with our existing classroom software."

Implication: This revision provided a clearer and more detailed understanding of the technical challenges educators faced, making the findings more specific and actionable.2. Incorporating New Examples:

Example Addition: Participants shared several new examples that were incorporated into the findings. One participant described an innovative use of VR for role-playing exercises: "In one lesson, I used VR to simulate a job interview environment. Students took turns being the interviewer and the interviewee, which helped them practice job-related vocabulary and interview techniques."

Implication: Adding these examples helped to illustrate key points more effectively and showed practical applications of VR in language instruction.3. Addressing Omissions:

Example Addition: Initially, the findings overlooked the specific technical support needs and the role of peer collaboration. Participants highlighted these aspects during member checking. One participant noted, "Technical support is crucial. Without it, we spend too much time troubleshooting rather than teaching. Also, sharing tips and strategies with colleagues has been incredibly helpful in overcoming VR-related challenges."

Implication: This feedback led to the inclusion of new themes such as "Technical Support Needs" and "Peer Collaboration," providing a more comprehensive understanding of the factors influencing VR integration. Table 1 shows the summary of the data analysis processes in the present study.Table 1 Data analysis processes.

Table 11. Separate and Integrated Analysis	The different types of data (interview transcripts, observation notes, and documents) were initially analyzed separately to understand each data set's specific insights. Subsequently, the data were integrated to identify overarching themes and patterns across all data sources.	
2. Research Team Involvement	A team of three researchers was involved in classroom observations and data collection. These researchers participated actively in identifying patterns and themes in the data.	
3. Pattern Recognition	Patterns, themes, and key concepts were identified within and across cases using thematic analysis. All three researchers independently reviewed the data to identify initial codes and themes.	
4. Resolving Disagreements	Disagreements among researchers regarding identified patterns and themes were resolved through discussion and consensus. In cases where consensus could not be reached, a fourth researcher was consulted to provide an additional perspective and help resolve the disagreement.	
5. Cross-Case Analysis	Data from multiple cases were compared and contrasted to identify overarching themes and patterns that transcended individual contexts. Qualitative data analysis software (e.g., NVivo) was considered to assist in managing and analyzing the data.	
6. Member Checking	To enhance validity, participants reviewed and validated the findings to ensure accurate representation of their experiences.	

4 Results

4.1 Findings for Research question 1

Research Question 1 How do educators in diverse educational settings perceive the integration of Virtual Reality (VR) technology into language instruction, and what are the specific challenges and opportunities they encounter?

The findings for Research Question 1, which aimed to explore educators' perceptions of Virtual.

Reality (VR) integration in language instruction, are based on the analysis of various documents and artifacts related to educators' teaching practices and their use of VR technology. The document analysis yielded valuable insights into how educators perceive and implement VR technology in language instruction. Below are the key findings.

4.1.1 Integration strategies

The documents revealed that educators employ a variety of strategies and methods for integrating VR technology into language instruction. These strategies include incorporating VR experiences into lesson plans, using VR apps and simulations, and designing VR-based activities that align with language learning objectives.

Educators acknowledged the need to adapt teaching methods for VR integration:

Participant 05, Document Analysis: "Our lesson plans now include VR-based activities such as virtual city tours and interactive grammar exercises. These activities are designed to align with language objectives like vocabulary acquisition and cultural immersion."

Participant 08, Document Analysis: "We use VR applications like 'Mondly VR' for conversational practice and 'Engage VR' for virtual cultural experiences. These applications help create realistic language learning scenarios."

4.1.2 Educator's role

Educators actively assume the role of facilitators and guides in the VR based language instruction. They are responsible for guiding students through VR experiences, facilitating discussions, and providing context to maximize the learning outcomes.

Educators emphasized the shift in teacher-student interaction:

Participant 10, Observation: "During the VR session using 'AltspaceVR,' I guided students through simulated social interactions, providing context and feedback as they engaged in virtual conversations."

4.1.3 Student engagement

The documents indicated a high level of student engagement in VR based language activities. Students are actively involved in VR experiences, and the immersive nature of VR technology enhances their engagement and participation in language learning tasks.

Educators reflected on the impact of VR on student engagement:

Participant 15, Interview: "Students are more motivated and enthusiastic when using VR tools like 'Mondly VR' for language practice. The immersive experience keeps them actively involved."

Participant 19, Observation: "Using 'Google Cardboard' for vocabulary lessons transformed passive learning into an interactive experience, with students participating more actively in the VR activities."

4.1.4 Perceptions and Feedback

While not all documents contained explicit feedback from students, several included positive comments and observations regarding the use of VR for language instruction. Students expressed enjoyment and interest in VR-based activities, suggesting a favorable perception of VR integration.

Educators explored opportunities for innovative assessment methods:

Participant 20, Observation: "Students appreciated the immediate feedback provided by VR applications like 'Engage VR,' which allowed them to practice language skills in a realistic setting."

4.1.5 Challenges and concerns

Some documents also highlighted challenges and concerns related to VR integration. These challenges included technical issues, such as connectivity problems or hardware limitations, as well as concerns about the potential distractions caused by VR technology.

Educators encountered challenges related to access to VR technology and resources:

Participant 03, Interview: "The lack of sufficient VR headsets, such as Oculus Rift and HTC Vive, limits our ability to provide equal VR experiences to all students."

Participant 08, Observation: "Budget constraints affect our ability to upgrade or maintain VR equipment, impacting the overall effectiveness of our VR-based activities."

4.1.6 Pedagogical benefits

Educators recognized pedagogical benefits associated with VR integration. These benefits included enhanced engagement, improved comprehension of complex language concepts, and the ability to provide students with immersive and authentic language learning experiences.

Opportunities to integrate VR across subjects were explored:

Participant 17, Interview: "Using VR applications for immersive activities allows students to explore virtual environments that reinforce language learning, such as virtual museums or historical sites."

4.1.7 Alignment with language learning objectives

The documents emphasized the alignment of VR-based activities with specific language learning objectives. Educators strategically incorporated VR to address language proficiency, vocabulary acquisition, and cultural understanding.

Educators pointed to the need for aligning VR with curricular goals:

Participant 21, Document Analysis: "VR activities are carefully planned to align with curriculum standards. For example, virtual role-playing scenarios are used to practice conversational skills in line with language proficiency goals."

4.1.8 Reflective practices

Some documents contained educators' reflections on their experiences with VR integration. These reflections indicated a willingness to adapt and improve their instructional practices based on student feedback and observed outcomes.

Educators discussed the need for effective assessment:

Participant 22, Interview: "We are developing new methods to assess language learning outcomes within VR environments, ensuring that these assessments accurately reflect students' language skills."

Participant 23, Observation: "Balancing formative and summative assessments in VR settings is challenging but crucial for evaluating student progress effectively."

Overall, the findings suggest that educators generally perceived VR integration positively in language instruction. They acknowledged the pedagogical benefits of VR, such as increased engagement and alignment with learning objectives. However, they also recognized the importance of addressing technical challenges and ensuring that VR experiences enhance, rather than hinder, language learning.

4.2 Findings for Research question 2

Research Question 2 What are the training and professional development needs of educators using VR in language instruction, and how do these needs vary across different educational contexts and levels?

Research Question 2 sought to investigate the training and professional development needs of educators in the context of VR language learning. The findings provide insights into the specific requirements and challenges educators face when integrating VR technology into their language instruction practices. Here are the key findings.

4.2.1 Training gaps

Educators expressed the existence of training gaps when it comes to VR technology. Many reported a lack of familiarity with the tools and software needed for effective VR integration. This gap indicates the need for comprehensive training programs that cover both the technical aspects of VR and its pedagogical applications.

Educators expressed varying degrees of familiarity with VR technology. Some highlighted their need for basic training to become proficient users:

Participant 01, Interviews: "I'm not very familiar with VR technology, so I need foundational training to understand basic tools like Oculus Quest and educational VR apps."

Participant 08, Interviews: "Understanding the fundamentals of VR, such as how to use Google Expeditions and VR environments like Engage, is crucial for effective implementation."

Participant 12, Observation: Observed educators struggling with setting up VR equipment like HTC Vive and using VR platforms for interactive language lessons.

4.2.2 Technical proficiency

Some educators highlighted their concerns about technical proficiency when using VR in the classroom. They described feelings of discomfort and nervousness when confronted with new VR technologies. This suggests that teacher training programs should include modules or workshops focused on technical skills and troubleshooting.

Many educators identified the importance of technical competence and skills development to harness VR effectively:

Participant 03, Interviews: "Training should cover how to troubleshoot issues with VR headsets and platforms like VR Chat. Educators often face technical difficulties during VR lessons."

Participant 11, Observation: "We need specific training on creating VR content with tools like Unity or Unreal Engine to develop engaging language activities."

Participant 15, Observation: Noted that educators were unsure how to use VR software such as Tilt Brush for language learning activities.

4.2.3 Pedagogical support

Educators emphasized the importance of pedagogical support and guidance for using VR in language instruction. They expressed a desire for training programs that demonstrate best practices and strategies for effective VR integration. This includes understanding how VR can align with specific language learning objectives.

Educators emphasized the need for training that bridges the gap between VR technology and language pedagogy:

Participant 07, Interviews: "Integrating VR into lessons using tools like ClassVR requires understanding how to align VR experiences with language learning goals, such as vocabulary building and conversation practice."

Participant 15, Interviews: "Training programs should focus on pedagogical strategies for VR activities, like using language simulations in VR environments such as vSpatial."

Participant 18, Observation: Documented those educators needed guidance on how to incorporate VR activities into their lesson plans effectively.

Participant 15, Document Analysis: "Training should include best practices for designing VR-based language activities that align with educational objectives, such as using VR scenarios for real-life language practice."

4.2.4 Administrative support

Some educators mentioned the need for administrative support in terms of resource allocation and policy development to facilitate VR integration. Training programs should address how educators can advocate for VR technology within their institutions and navigate administrative processes.

Some educators acknowledged the challenges posed by limited time and resources for training:

Participant 05, Interviews: "Finding time for training is challenging. Administrative support is needed to allocate time and resources for VR training programs, especially for systems like Google Expeditions and VR immersion labs."

Participant 17, Observation: "Institutions should provide funding and resources for VR equipment and training to support integration of VR tools like Oculus Quest and other VR platforms."

Participant 21, Observation: Noted that lack of administrative support affected the implementation of VR activities, such as using VR apps for immersive language practice.

Participant 11, Document Analysis: "Effective integration of VR technology requires strong administrative backing for resource allocation and policy development."

4.2.5 Peer collaboration

Educators recognized the value of collaboration and peer learning in building their competence in VR-based language instruction. Training programs should encourage collaborative learning and provide opportunities for educators to share their experiences and insights.

Educators emphasized the potential benefits of collaborative learning experiences in VR:

Participant 04, Interviews: "Collaborative VR activities, like group projects in VR environments such as AltspaceVR, can enhance our training and teaching practices."

Participant 09, Observation: "Training that encourages peer collaboration in VR settings helps educators share insights and develop effective VR-based language lessons."

Participant 22, Observation: Recorded examples of educators benefiting from peer discussions and collaborative VR projects in platforms like Engage VR.

Participant 20, Document Analysis: "Training programs should incorporate collaborative VR activities to foster peer learning and shared expertise among educators."

4.2.6 Alignment with learning goals

Educators stressed the importance of aligning VR integration with specific learning goals and objectives. Training should emphasize how to design VR-based activities that target language proficiency, vocabulary acquisition, and cultural understanding.

Cultural sensitivity emerged as a key aspect of VR training for language instruction:

Participant 10, Interviews: "Training should address how to align VR activities with language learning objectives, such as using VR for cultural simulations and interactive dialogues."

Participant 22, Interviews: "Understanding how VR tools like Class can be used to meet specific curriculum standards is essential for effective teaching."

Participant 19, Observation: Noted that educators struggled with aligning VR activities with curriculum goals, especially when using VR for interactive language exercises.

Participant 8, Document Analysis: "Training must focus on aligning VR-based activities with learning objectives, such as improving language skills and cultural understanding."

4.2.7 Continuous professional development

Educators' reflections on their experiences highlighted the need for continuous professional development (CPD). They expressed a desire for ongoing training and support to stay updated with emerging VR technologies and pedagogical approaches.

Some educators expressed the need for self-reflection and professional growth in VR training:

Participant 19, Document Analysis: "Ongoing professional development should include updates on emerging VR technologies and pedagogical methods for tools like Oculus Rift and VR Chat."

Participant 06, Interviews: "Self-reflection and continuous learning are crucial for adapting to new VR advancements and enhancing instructional practices."

Participant 23, Observation: Recorded instances where ongoing support and updates on VR technologies were beneficial for maintaining effective teaching practices.

Participant 16, Document Analysis: "Continuous professional development is critical for keeping educators updated on new VR technologies and best practices in language instruction."

The findings highlight the multifaceted nature of educators' training and professional development needs in the context of VR language learning. Effective training programs should address technical, pedagogical, administrative, and collaborative aspects while offering ongoing support to keep educators informed and proficient in using VR technology for language instruction. VR allows for immersive and authentic language learning experiences, which are crucial for providing comprehensible input—a concept from language acquisition theory (Krashen, 1982). VR environments should be designed to immerse learners in realistic contexts where they can encounter and interact with language naturally, promoting better comprehension and acquisition.

VR's immersive nature enhances student engagement and motivation in language learning, which are critical factors in second language acquisition (SLA). Designing VR environments that are interactive, visually appealing, and culturally authentic can sustain learner interest and motivation, thereby enhancing learning outcomes. VR can provide learners with authentic and contextualized language learning experiences, facilitating better understanding of cultural nuances and language use in real-world scenarios. VR environments should simulate real-life situations (e.g., ordering food in a restaurant, navigating a city) to help learners practice language skills in context, improving their communicative competence.

VR allows for the integration of multiple modalities (visual, auditory, kinesthetic) and acts as a semiotic tool for learners to represent and communicate meanings (Halliday, 1993). Designing VR environments that utilize multimodal inputs (e.g., spoken language, gestures, visuals) can cater to diverse learning styles and enhance learners' ability to comprehend and produce language effectively. Every learner has unique needs and learning styles. VR can be adapted to individualize learning experiences, offering personalized feedback and challenges. VR environments should be flexible and customizable, allowing learners to progress at their own pace and receive tailored feedback that addresses their specific language learning goals and challenges.

Educators require specific training in both the technical aspects of VR and effective pedagogical strategies for integrating VR into language instruction. Designing VR environments should consider providing tools and resources for educators to create and manage VR lessons effectively. Additionally, ongoing professional development opportunities are crucial to keep educators informed about new VR technologies and best practices in language education. Assessing language proficiency in VR environments requires innovative approaches to capture learners' communicative competence and language skills development. Designing VR environments should incorporate mechanisms for assessing speaking, listening, reading, and writing skills in authentic contexts. This includes providing immediate feedback to learners to facilitate continuous improvement.

Using VR in education raises ethical concerns such as data privacy, safety, and access to technology. Designing VR environments must adhere to ethical guidelines and ensure accessibility for all learners. Educators and developers should collaborate to address these considerations responsibly. In conclusion, the design and development of educational VR environments for second language education must carefully consider these unique aspects to optimize learning outcomes and ensure the effective integration of VR technology into language instruction. By addressing these considerations, educators and developers can harness the full potential of VR to create immersive, engaging, and effective language learning experiences.

5 Discussion

The findings indicate that educators perceive numerous pedagogical benefits associated with the integration of VR technology into language instruction. These benefits align with the concept of "comprehensible input" Krashen [28], emphasizing the importance of making content comprehensible to learners. Educators recognized that VR technology provides opportunities for immersive and authentic language learning experiences, enhancing students' engagement, comprehension of complex language concepts, and cultural understanding [31,44,48,53]. This aligns with the idea of using VR as a semiotic tool to help learners represent and communicate their meanings [48].

The documents suggest a high level of student engagement and participation in VR-based language activities. This aligns with the findings from research in SLA, indicating that VR creates virtual environments where language learners can freely interact [5,12]. VR's immersive nature enhances students' motivation and self-expression in English [8,31]. It is evident that students are actively involved in VR experiences, which is crucial for effective language learning [56]. Despite the benefits, educators acknowledge challenges and concerns related to VR integration, including technical issues and potential distractions. This resonates with the literature, where participants have reported frustration with technical problems [16,23]. Addressing these challenges is essential to ensure that VR technology enhances rather than hinders language learning.

One notable finding is the alignment of VR-based activities with specific language learning objectives. Educators strategically incorporate VR to address language proficiency, vocabulary acquisition, and cultural understanding. This aligns with the concept of "message redundancy" [17], where multiple meaning-making systems provide repeated exposure to content. VR offers opportunities for contextualized learning [14]. Some documents reflect educators' willingness to adapt and improve their instructional practices based on student feedback and observed outcomes. This reflective approach aligns with the idea of teacher educators focusing on the pedagogical aspect of VR technology [45]. It highlights the importance of ongoing professional development and training to support educators in optimizing VR integration.

The findings reveal that educators identified significant training gaps when it comes to VR technology. Many educators expressed a lack of familiarity with the tools and software necessary for effective VR integration [23]. This training gap is a crucial consideration as it can be a barrier to harnessing the potential benefits of VR in language instruction. Educators who lack technical proficiency may struggle to navigate VR platforms and create meaningful learning experiences for their students. The findings highlight educators' concerns about their own technical proficiency when implementing VR in the classroom [60]. Some educators reported discomfort and nervousness when confronted with new VR technologies. This underscores the importance of building educators' confidence in using VR tools effectively.

Educators emphasized the need for pedagogical support and guidance when using VR in language instruction [55]. They expressed a desire for training programs that demonstrate best practices and effective strategies for incorporating VR into their teaching methods. This pedagogical aspect is crucial to ensure that VR enhances the learning experience. Some educators noted the importance of administrative support and advocacy for VR integration [55]. This includes resource allocation, budget considerations, and navigating administrative policies related to the implementation of VR technology in the classroom.

Educators recognized the value of collaboration and peer learning in building their competence in VR-based language instruction [3]. Collaborative learning allows educators to share experiences, insights, and innovative practices related to VR technology. Educators stressed the importance of aligning VR integration with specific language learning goals and objectives [45]. Training programs should emphasize the design of VR-based activities that target language proficiency, vocabulary acquisition, and cultural understanding. Educators' reflections underscored the need for continuous professional development (CPD) [45] Given the rapid evolution of VR technology, CPD opportunities are essential for educators to stay informed and proficient in using VR for language instruction.

L2 educators' expressed training gaps and concerns about their technical proficiency highlight the fundamental importance of comprehensive training programs. These programs must prioritize equipping educators with the technical skills and confidence needed to navigate VR technology effectively [23,60]. Effective VR integration extends beyond technical proficiency; it requires a deep understanding of pedagogical strategies. Educators must be prepared to design VR-based activities that align with specific language learning objectives and promote meaningful learning experiences [55].

Administrative support and advocacy play a crucial role in the successful adoption of VR technology in language instruction. Educators must be equipped to navigate administrative processes, secure resources, and advocate for the integration of VR [55]. Collaborative learning environments that facilitate knowledge sharing among educators are essential. These environments allow educators to exchange experiences and innovative practices related to VR technology [3].

VR integration must be purposeful and aligned with specific language learning goals and objectives. Educators should be guided in designing VR lessons that target language proficiency, vocabulary acquisition, and cultural understanding (Patterson & Han, 2019). Given the dynamic nature of VR technology, continuous professional development (CPD) is essential. Ongoing CPD opportunities ensure that educators remain current and proficient in using VR for language instruction [45].

The findings underscore the potential of VR technology as a valuable tool in language education. Educators recognize its role in enhancing engagement, comprehension, and cultural awareness. However, to fully harness the benefits of VR, teacher training programs need to address the challenges and concerns educators face, including technical proficiency and the need for pedagogical guidance [3]. Training should emphasize best practices for VR integration and provide opportunities for educators to practice using the technology [23]. Moreover, educators' reflective practices demonstrate their commitment to continuous improvement. Teacher training programs should encourage this reflective approach and provide ongoing support for educators as they adapt to evolving technologies and student needs. the findings emphasize the multifaceted nature of educators' training and professional development needs in the context of VR language learning. Effective training programs should address technical proficiency, pedagogical support, administrative advocacy, collaborative learning, alignment with learning goals, and ongoing CPD. By addressing these needs, teacher training programs can empower educators to leverage VR technology effectively to enhance language instruction and create engaging learning experiences for their students.

6 Conclusion and implications

The exploration of L2 educators' training and professional development needs in VR language learning has revealed a complex landscape shaped by technical, pedagogical, administrative, and collaborative considerations. This study, situated within the context of language education and the integration of Virtual Reality (VR) technology, underscores the critical importance of equipping educators with the knowledge and skills necessary to harness the potential benefits of VR for language instruction.

In conclusion, this study underscores the pressing need for robust teacher training and professional development programs tailored to the unique demands of VR language learning. These programs must encompass technical proficiency, pedagogical competence, administrative navigation, collaborative learning, alignment with learning goals, and ongoing CPD. By addressing these multifaceted needs, institutions and organizations can empower educators to leverage VR technology effectively, fostering engaging and effective language learning experiences for students. In an educational landscape characterized by rapid technological advancements, meeting these needs is paramount to preparing educators for the challenges and opportunities of VR language instruction [15,55].

The findings of this study carry significant implications for educators, teacher training programs, educational institutions, and policymakers within the field of language education and technology integration. Educators embarking on VR language instruction should have access to tailored training programs that cover technical skills, pedagogical strategies, and effective integration methods. These programs should be designed to accommodate educators with varying levels of technological proficiency. Training should emphasize pedagogical competence alongside technical proficiency. Educators need guidance on designing VR-based language activities that align with specific learning objectives, fostering meaningful and effective language learning experiences.

Administrative support at the institutional level is crucial for successful VR integration. Educational institutions should provide educators with the necessary resources, infrastructure, and administrative assistance to facilitate the adoption of VR technology in language instruction. Creating collaborative learning communities among educators can facilitate knowledge sharing and the exchange of innovative practices related to VR technology. Educators should be encouraged to collaborate and learn from each other's experiences. VR-based language instruction should be purposeful and aligned with specific language learning goals and objectives.

The authors' direct immersion in VR-enabled language classes allowed for firsthand observation of how students interacted with VR environments, their engagement levels, and the challenges they encountered. By detailing specific classroom observations, the authors can provide practical insights into effective VR integration strategies. For example, they can discuss which types of VR activities were most effective for language learning, how students responded to different VR scenarios, and common technical or pedagogical challenges faced during implementation. Through direct immersion, the authors gained insights into the pedagogical strategies that worked best in VR environments, such as task-based learning, communicative activities, or cultural simulations. They can elaborate on how educators can adapt existing language teaching methodologies to leverage the immersive capabilities of VR. This includes discussing the alignment of VR activities with language learning objectives, designing scaffolded experiences for different proficiency levels, and integrating assessment methods within VR environments.

Observing student reactions and behaviors in VR-enabled classes provided the authors with valuable data on engagement, motivation, and the impact of immersive experiences on learning outcomes. They can share specific examples of how VR technology enhanced student motivation to learn languages, perhaps through increased interaction, cultural exploration, or the novelty of immersive environments. Practical tips can be provided on how educators can sustain student interest over time and capitalize on VR's ability to create meaningful learning experiences.

The present research study has number of limitations. 1. The study may have involved a limited number of participants or specific types of educators and learners, which could affect the generalizability of the findings. 2. The authors' direct immersion in VR-enabled classes provided valuable insights, but the scope of observations or depth of analysis may have been constrained. 3. VR technology is rapidly evolving, and the study may have been conducted using specific hardware or software versions that could become outdated quickly. 4. The study participants, including educators and learners, may have varied levels of prior experience or familiarity with VR technology. 5. Assessing the effectiveness of VR in language learning may have relied on subjective measures or short-term outcomes.

Ongoing research is essential to explore emerging technologies and innovative approaches to VR language learning. Educators, institutions, and researchers should collaborate to investigate best practices and identify new opportunities for VR integration. addressing educators' training and professional development needs in VR language learning is pivotal for enhancing language instruction in the digital age. By prioritizing tailored training, pedagogical competence, administrative support, collaborative learning, goal alignment, continuous professional development, advocacy, and research, stakeholders can collectively empower educators to unlock the full potential of VR technology for engaging and effective language learning experiences.

Ethics statement

The study was approved by the ethical commission of Mahan language institution, Iran (case number 2023–5140). All participants provided written informed consent for the use of their data for scientific research purposes.

Financial support and sponsorship

our study did not receive specific funding or sponsorship.

Data availability statement

Data associated with the study has not been deposited into a publicly available repository. Data are available from the corresponding author on reasonable request.

CRediT authorship contribution statement

Seyedeh Elham Elhambakhsh: Writing – original draft, Investigation, Formal analysis. Masoud Neysani: Writing – review & editing. Ahmadreza Nikbakht: Writing – review & editing, Writing – original draft, Investigation.

Declaration of competing interest

The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

APPENDICES Appendix (A)

Semi-Structured Interview Guide for Research Question 1:

Section 1: Background Information.1 Can you briefly describe your role as an educator, including your teaching context (e.g., K-12, higher education, language training institution)?

2 Have you had any prior experience with Virtual Reality (VR) technology, either in teaching or personal use? Please elaborate.

Section 2: Perceptions of VR Integration.3 How do you perceive the potential benefits of integrating VR technology into language instruction?

4 From your perspective, what are the most significant challenges or barriers to effectively integrating VR into language instruction?

5 Could you share any personal experiences or anecdotes related to using VR in language instruction that have influenced your perceptions, whether positively or negatively?

Section 3: Opportunities and Innovations.6. In your opinion, what innovative and engaging opportunities does VR technology offer for language learners and educators?

7 Can you provide examples of successful VR-based language instruction activities or projects that you have encountered or implemented?

Section 4: Challenges and Concerns.8. What concerns or reservations do you have, if any, regarding the use of VR in language instruction?

9 Have you encountered any technical or logistical challenges when incorporating VR into your teaching? How have you addressed these challenges?

Section 5: Professional Development Needs.10. What types of training or professional development opportunities do you believe would be beneficial for educators to effectively integrate VR into language instruction?

11 How would you describe the level of support and resources available to educators in your institution or context for VR integration?

Section 6: Future Perspectives.12. Looking ahead, how do you envision the role of VR technology evolving in language instruction in the coming years?

13 What recommendations or advice would you offer to educators who are considering incorporating VR into their language instruction practices?

Appendix (B)

Semi-Structured Interview Guide for Research Question 2:

Section 1: Background Information.1 Could you briefly describe your role as an educator, including your teaching context (e.g., K-12, higher education, language training institution)?

2 How long have you been using VR technology in your language instruction, and what motivated you to incorporate it into your teaching?

Section 2: Training and Professional Development Needs.3. In your opinion, what specific training and professional development needs do educators have when it comes to effectively integrating VR technology into language instruction?

4 Can you provide examples of challenges or difficulties you or your colleagues have encountered due to a lack of training or support in VR integration?

5 What types of resources or support systems, if any, are currently available to educators in your institution or context to address their training needs related to VR in language instruction?

Section 3: Impact on Teaching and Learning.6. From your perspective, how has proper training or professional development in VR technology impacted your teaching and your students' learning experiences?

7 Could you share any success stories or positive outcomes resulting from improved training in VR integration?

Section 4: Preferred Training Methods.8. What training methods or approaches do you believe would be most effective in meeting the training needs of educators in VR language learning? (e.g., workshops, online courses, peer mentoring, etc.)

9 Are there any specific topics or areas within VR technology that you believe should be covered in training programs for educators?

Section 5: Institutional Support10. How supportive has your institution or school district been in providing resources and opportunities for educators to receive training in VR integration?

11 What recommendations or strategies would you propose to enhance institutional support for educators interested in using VR for language instruction?

Section 6: Future Development.12. Looking ahead, how do you envision the training and professional development landscape evolving for educators using VR in language instruction?

13 What advice or insights would you offer to educators who are seeking to improve their VR integration skills and knowledge?

Appendix (C)

Observation Protocol for Research Question 1:

Pre-Observation Information:

Date of Observation:

Educator's Name:

Educational Institution/Context:

Grade Level (if applicable).

Observation Details:

Please provide a brief description of the VR-related lesson or activity that you will be conducting today. Include any specific learning objectives or goals.

Observation Focus:

During the observation, we will focus on the following aspects.1 Integration of VR: How is VR technology integrated into the lesson or activity? Are there specific VR tools or applications being used?

2 Educator's Role: What is the educator's role in facilitating the VR-based lesson? How do they engage with students during VR activities?

3 Student Engagement: How are students responding to the VR experience? Are they actively participating and engaged with the content?

4 Perceptions and Feedback: Are there any observable indications of students' perceptions, reactions, or comments related to the use of VR?

Post-Observation Discussion:

After the observation, there may be a brief discussion with the educator to gather their initial impressions and reflections on the observed lesson. This discussion will help clarify any observations and provide additional context.

Appendix (D)

Observation Protocol for Research Question 2:

Pre-Observation Information:

Date of Observation:

Educator's Name:

Educational Institution/Context.

Observation Details:

Please provide a brief description of the training or professional development activity that you will be attending or conducting today. Include any specific goals or objectives.

Observation Focus:

During the observation, we will focus on the following aspects.1 Training Format: What is the format of the training or professional development activity (e.g., workshop, online course, peer mentoring)?

2 Educator's Participation: How actively is the educator participating in the training? Are they engaged in discussions, activities, or interactions with trainers or peers?

3 Training Content: What specific topics or areas related to VR language learning are covered in the training? Are there any observable gaps or areas of emphasis?

4 Educator's Feedback: Are there any observable indications of the educator's perceptions, feedback, or comments regarding the training content or format?

Post-Observation Discussion:

After the observation, there may be a brief discussion with the educator to gather their initial impressions and reflections on the observed training or professional development. This discussion will help clarify any observations and provide additional context.

Appendix (E)

Tables 1 and 2 shows the thematic analyses for research questions.Table 1 Thematic analysis

Table 1Theme	Quotes from Educators' Responses	
Pedagogical Advantages	"VR creates an immersive learning environment."	
"It enhances language acquisition through experiences."	
"The interactive nature of VR engages students effectively."	
"Students are more motivated to learn with VR."	
"VR makes language learning enjoyable and exciting."	
"It captures students' interest and active participation."	
"VR offers immersive experiences that textbooks can't provide."	
Language learning becomes dynamic and interactive in VR."	
"It bridges the gap between classroom learning and real life."	
Cultural Exploration	"VR exposes students to diverse cultures and perspectives."	
"It promotes intercultural competence."	
"Students can explore foreign cultures in a virtual world."	
"VR allows us to tailor content to specific learning goals."	
"It adapts to different proficiency levels seamlessly."	
"We can create customized VR experiences for language learning."	
Challenges	"Setting up VR equipment can be challenging."	
"There's a learning curve in dealing with VR software."	
"Technical issues can disrupt the learning process."	
"The cost of VR equipment is a concern for many schools."	
"Access to high-quality VR content is limited."	
"We need financial support to implement VR in education."	
"Integrating VR activities with the curriculum is crucial."	
"Learning objectives must align with VR experiences."	
"We should ensure VR complements existing language programs."	

Table 2 Thematic analysis

Table 2Theme	Quotes from Educators' Responses	
Comprehensive Technical Training	"We require in-depth technical training on VR systems."	
"Understanding VR hardware and software are crucial."	
"Technical competence is a prerequisite for effective use."	
Pedagogical Training and Integration	"We need guidance on integrating VR into our curriculum."	
"Pedagogical training should focus on VR's educational value."	
"Effective pedagogy in VR requires specific skills."	
Access to VR Resources	"Access to VR equipment and resources is essential."	
"Ensuring equitable access for all educators is important."	
"Availability of VR resources varies by educational context."	
Time Constraints	"Limited time for training is a challenge for us."	
"Balancing VR training with our teaching responsibilities is tough."	
"Flexible training schedules are essential."	
Resource Availability	"Access to VR resources differs between urban and rural settings."	
"Availability of VR equipment varies across schools."	
"Resource disparities impact our ability to implement VR."	
Support Networks and Communities	"Being part of a VR educator community would be beneficial."	
"Peer support networks can help us overcome challenges."	
"Sharing resources and experiences is valuable for growth."	
Specific Language Learning Needs	"Our language instruction context may have unique requirements."	
"Training should address the specific goals of language learning."	
"Language educators have distinct training needs compared to other disciplines."	
Institutional Support and Policies	"Support from our institutions is vital for effective training."	
"Institutional policies should align with VR integration goals."	
"Administrative backing can facilitate access to VR resources."	
Learner-Centered Training Approaches	"Training should emphasize learner needs and preferences."	
"Personalized training allows us to cater to diverse student populations."	
"Engaging and interactive training methods are more effective."	
Language Proficiency	"We need training to ensure our own language proficiency."	
"Language educators must model effective language use."	
"Our language skills impact our ability to teach effectively."	
Integration with Existing Curricula	"Aligning VR with our curriculum is a critical need."	
"Integrating VR seamlessly into lessons is a challenge."	
"Training should guide us on curriculum adaptation with VR."	
Diversity and Inclusivity Training	"We require training on creating inclusive VR experiences."	
"Diverse student populations necessitate tailored training."	
"Cultural competence training is essential for language educators."	
Assessment and Feedback Skills	"Training should focus on assessing VR-based learning outcomes."	
"Effective feedback strategies in VR are crucial."	
"We need guidance on evaluating language proficiency in VR."	
Evaluation of VR Tools and Resources	"Selecting the right VR tools is a skill we need to develop."	
"Evaluating the quality and suitability of VR resources is important."	
"Training should include VR resource assessment criteria."	
Professional Learning Communities	"Engaging in communities of practice can enhance our development."	
"Interacting with VR-experienced educators is invaluable."	
"Sharing best practices across language educators is essential."	

Acknowledgement statement

The authors are grateful to the participants who participated in this study.
==== Refs
References

1 Alizadeh M. Virtual reality in the language classroom: theory and practice CALL-EJ 20 3 2019 21 30
2 Baceviciute S. Terkildsen T. Makransky G. Remediating learning from non-immersive to immersive media: using EEG to investigate the effects of environmental embeddedness on reading in Virtual Reality Comput. Educ. 164 2021 104122 10.1016/j.compedu.2020.104122
3 Bahng E. Lee M. Learning experiences and practices of elementary teacher candidates on the use of emerging technology: a grounded theory approach International Electronic Journal of Elementary Education 10 2 2017 225 241 http://10.0.104.198/iejee.2017236118
4 Berti M. Italian open education: virtual reality immersions for the language classroom Comas-Quinn A. Beaven A. Sawhill B. New Case Studies of Openness in and beyond the Language Classroom 2019 Research-publishing.net 37 47
5 Blyth C. Immersive technologies and language learning Foreign Language Analysis 51 1 2018 225 232
6 Braun V. Clarke V. Using thematic analysis in psychology Qual. Res. Psychol. 3 2 2006 77 101
7 Calvert J. Abadia R. Impact of immersing university and high school students in educational linear narratives using virtual reality technology Comput. Educ. 159 2020 104005 10.1016/j.compedu.2020.104005
8 Chen Y.-L. The effects of Virtual Reality learning environment on student cognitive and linguistic development Asia-Pacific Education Researcher vol. 25 2016 Springer Science & Business Media B.V. 637 646 4 http://10.0.3.239/s40299-016-0293-2
9 Chen J.C. The interplay of tasks, strategies and negotiations in Second Life Comput. Assist. Lang. Learn. 31 8 2018 960 986
10 Chiang T.H.C. Yang S.J.H. Hwang G.-J. An Augmented Reality-based mobile learning system to improve students' learning achievements and motivations in natural science inquiry activities Journal of Educational Technology & Society 17 4 2014 352 365
11 Cln L.I.S. Data collection techniques a guide for researchers in humanities and education International Research Journal of Computer Science and Information Systems 2 2013 40 44
12 Collentine K. Learner autonomy in a task-based 3d world and production Lang. Learn. Technol. 15 3 2011 50 67
13 Creswell J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches fourth ed. 2013 SAGE Publications, Inc. London
14 Dalgarno B. Lee M.J.W. What are the learning affordances of 3-D virtual environments? Br. J. Educ. Technol. 41 1 2010 10 32 10.1111/j.1467-8535.2009.01038.x
15 Dolgunsöz E. Yildirim G. Yildirim S. The effect of Virtual Reality on EFL writing performance Journal of Language and Linguistic Studies 14 1 2018 278 292
16 Dunleavy M. Dede C. Mitchell R. Affordances and limitations of immersive participatory Augmented Reality simulations for teaching and learning J. Sci. Educ. Technol. 18 1 2009 7 22 10.1007/s10956-008-9119-1
17 Gibbons P. Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in Mainstream Classroom 2002 Heinemann
18 Gregory S. Lee M.J. Dalgarno B. Tynan B. Learning in Virtual Worlds: Research And Applications 2016 Athabasca University Press
19 Hislope K. Language learning in a virtual world International Journal of Learning 15 11 2008
20 Horwitz E. Language anxiety and achievement Annu. Rev. Appl. Ling. 21 2001 112 126 10.1017/S0267190501000071
21 Hsiao I.Y.T. Lan Y.-J. Kao C.-L. Li P. Visualization analytics for Second Language vocabulary learning in virtual worlds Journal of Educational Technology & Society 20 2 2017 161 175
22 Hsu Y.C. Exploring the learning motivation and effectiveness of applying virtual reality to high school mathematics Universal Journal of Educational Research 8 2 2020 438 444
23 Jee M.J. ESL students' attitudes toward tasks in second life STEM Journal 11 2 2010
24 Johnson J. Jumping into the world of virtual and augmented reality Knowl. Quest. 47 4 2019 22 27
25 Kessler G. Hubbard P. Language teacher education and technology Chapelle C.A. Sauro S. The Handbook of Technology and Second Language Teaching and Learning 2017 Wiley-Blackwell 278 292 10.1002/9781118914069.ch19
26 Kaplan-Rakowski R. Wojdynski T. Students' attitudes toward high-immersion virtual reality assisted language learning. Future-Proof CALL: language learning as exploration and encounters short Papers from EUROCALL 2018 2018 124 129
27 Kavanagh S. Luxton-Reilly A. Wuensche B. Plimmer B. A systematic review of Virtual Reality in education Themes in Science and Technology Education 10 2 2017 85 119
28 Krashen S. Principles and Practices in Second Language Acquisition 1982 Pergamon
29 Kuriscak L.M. Luke C.L. Language learner attitudes toward virtual worlds: an investigation of Second Life Lomicka L. Lord G. The Next Generation: Social Networking and Online Collaboration in Foreign Language Learning 2009 CALICO 173 198
30 Lai K.-W.K. Chen H.-J.H. A comparative study on the effects of a VR and PC visual novel game on vocabulary learning Comput. Assist. Lang. Learn. 2021 10.1080/09588221.2021.1928226
31 Lee S. Can speaking activities of residents in a virtual world make difference to their self-expression? Journal of Educational Technology & Society 16 1 2013 254 262
32 Lee M.J.W. Georgieva M. Alexander B. Craig E. Richter J. State of XR & Immersive Learning Outlook Report 2021 2021 Immersive Learning Research Network
33 Liaw M.-L. EFL Learners' intercultural communication in an open social virtual environment Educ. Technol. Soc. 22 2 2019 38 55
34 Lin T.J. Lan Y.J. Language learning in virtual reality environments: past, present, and future Journal of Educational Technology & Society 18 4 2015 486 497
35 Lincoln Y.S. Guba E.G. Naturalistic Inquiry 1985 SAGE Thousand Oaks 289 331
36 Long M. The role of the linguistic environment in Second Language Acquisition Ritchie W. Bhatia T. Handbook of Second Language Acquisition 1996 Academic Press 413 468
37 Melchor-Couto S. Foreign language anxiety levels in Second Life oral interaction ReCALL 29 1 2017 99 119 10.1017/S0958344016000185
38 Mirzaei M.S. Zhang Q. Van der Struijk S. Nishida T. Language learning through conversation envisioning in virtual reality: a sociocultural approach Taalas P. Jalkanen J. Bradley L. Thouësny S. Future-proof CALL: Language Learning as Exploration and Encounters-Short Papers from EUROCALL 2018 207 213 10.14705/rpnet.2018.26.838 Research-publishig. net
39 Morales T.M. Bang E. Andre T. A one-year case study: understanding the rich potential of project-based learning in a virtual reality class for high school students J. Sci. Educ. Technol. 22 5 2013 791 806
40 Mystakidis S. Berki E. Valtanen J.-P. Deep and meaningful e-learning with social virtual reality environments in higher education: a systematic literature review Appl. Sci. 11 2021 2412 10.3390/app11052412
41 Neisani M. Nikbakht A. Elhambakhsh E. The impact of pedagogical use of YouTube channel “EngVid” on speaking skills of Iranian EFL learners Journal of English Language Teaching and Learning 15 32 2023 233 257
42 Nunes F.B. Krassmann A.L. Tarouco L.M.R. de Lima J.V. A teaching method based on virtual worlds and mastery learning Journal of Virtual Worlds Research 11 3 2018 1 15
43 Papanastasiou G. Drigas A. Skianis C. Lytras M. Papanastasiou E. Virtual and augmented reality effects on K-12, higher and tertiary education students' twenty-first century skills Virtual Real. 23 4 2019 425 436 10.1007/s10055-018-0363-2
44 Parmaxi A. Virtual reality in language learning: a systematic review and implications for research and practice Interact. Learn. Environ. 2020 1 13
45 Patterson T. Han I. Learning to teach with virtual reality: lessons from one elementary teacher TechTrends 63 4 2019 463 469
46 Petersen G.B. Petkakis G. Makransky G. A study of how immersion and interactivity drive VR learning Comput. Educ. 179 2022 104429 10.1016/j.compedu.2021.104429
47 Peterson M. Learner interaction in a massively multiplayer online role playing game (MMORPG): a sociocultural discourse analysis. ReCALL The Journal of EUROCALL 24 3 2012 361 380 10.1017/S0958344012000195
48 Qu C. Ling Y. Heynderickx I. Brinkman W.-P. Virtual bystanders in a language lesson: examining the effect of social evaluation, vicarious experience, cognitive consistency and praising on students' beliefs, self-efficacy and anxiety in a Virtual Reality environment PLoS One 10 4 2015 1 26 http://10.0.5.91/journal.pone.0125279
49 Rankin Y.A. Shute M.W. Re-purposing a recreational video game as a serious game for second language acquisition Cannon-Bowers J. Bowers C. Serious Game Design and Development: Technologies For Training and Learning 2010 igi Global 179 195
50 Schwienhorst K. The state of VR: a meta-analysis of virtual reality tools in second language acquisition Comput. Assist. Lang. Learn. 15 3 2002 221 239
51 Schwienhorst K. Learning a second language in three dimensions: potential benefits and the evidence so far Themes in Science and Technology Education 2 1–2 2009 153 163
52 Shi A. Wang Y. Ding N. The effect of game–based immersive virtual reality learning environment on learning outcomes: designing an intrinsic integrated educational game for pre–class learning Interact. Learn. Environ. 2019 1 14 10.1080/10494820.2019.1681467
53 Shih Y.-C. A virtual walk through London: culture learning through a cultural immersion experience Comput. Assist. Lang. Learn. 28 5 2015 407 428 http://10.0.4.56/09588221.2013.851703
54 Sweller J. Ayres P. Kalyuga S. Cognitive Load Theory 2011 Springer
55 Swier R. Peterson M. 3D digital games, virtual worlds, and language learning in higher education: continuing challenges in Japan JALT CALL Journal 14 3 2018 225 238
56 Sykes J.M. Oskoz A. Thorne S.L. Web 2.0, synthetic immersive environments, and mobile resources for language education CALICO Journal 25 3 2008 528
57 Solak E. Erdem G. A content analysis of virtual reality studies in foreign language education Participatory Educational Research 2 5 2015 21 26
58 Tai T.-Y. Chen H.H.-J. Todd G. The impact of a virtual reality app on adolescent EFL learners' vocabulary learning Comput. Assist. Lang. Learn. 2020 10.1080/09588221.2020.1752735
59 Tusing J. Berge Z.L. Second Life for distance language learning: a framework for native/non-native speaker interactions in a virtual world Journal of Educational Technology 7 3 2010 13 20
60 Vesisenaho M. Juntunen M. Häkkinen P. Pöysä-Tarhonen J. Miakush I. Fagerlund J. Parviainen T. Virtual Reality in education: focus on the role of emotions and physiological reactivity Journal of Virtual Worlds Research 12 1 2018 1 15
61 Von der Emde S. Schneider J. Kotter M. Technically speaking: transforming language learning through virtual learning environments (MOOs) Mod. Lang. J. 85 2 2001 210 225
62 Yin R. Case Study Research: Design and Methods fifth ed. 2014 Sage Publications, Inc Thousand Oaks, CA
63 York J. Shibata K. Tokutake H. Nakayama H. Effect of SCMC on foreign language anxiety and learning experience: a comparison of voice, video, and VR-based oral interaction ReCALL 33 1 2021 49 70 10.1017/S0958344020000154
