Google Earth Virtual Reality and expository writing for young English Learners from a Funds of Knowledge perspective. Issue 1 (2nd January 2020)

• Record Type: Journal Article
• Authors: Chen, Yan; Smith, Thomas J.; York, Cindy S.; Mayall, Hayley J.
• Is Part Of: Computer assisted language learning. Volume 33:Issue 1/2(2020)
• Page Start: 1
• Page End: 25
• Publication Date: 2020-01-02
• Subjects: Virtual reality -- Google Earth -- English learners -- expository writing -- Funds of Knowledge; Language and languages -- Computer-assisted instruction -- Periodicals; 418.00285
• DOI: 10.1080/09588221.2018.1544151
• Languages: English
• ISSNs: 0958-8221

Abstract

Abstract: The purpose of this study is to examine the incorporation of Google Earth Virtual Reality (VR) into English Learners' (ELs) expository writing experiences from a Funds of Knowledge perspective utilizing a mixed-methods explanatory sequential design. The participants were 22 ELs from a middle school in a rural Midwestern town. During the quantitative phase, the expository writing artifacts were collected through a multiple before-and-after non-experimental design and analyzed using ANOVA. A text-in-context coding approach was adopted to examine changes in students' writing. The results showed a statistically significant increase in expository writing skills, particularly in description, cause/effect, compare/contrast, and enumeration . A descriptive survey assessing the acceptance of Google Earth VR was distributed as well. During the qualitative phase, a follow-up focus group for the ELs and teacher interviews were conducted. Field notes/memos were used to triangulate the data. The qualitative findings indicated that the ELs were engaged in the virtual-assisted writing environment and showed positive attitudes toward Google Earth VR. Concerns about using Google Earth VR in writing (i.e. time-consuming as well as distracting and posing integration difficulties) were addressed. Future directions inspired from this study are discussed as well.