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Please note this is a comparison between Version 1 by Cai jiaye and Version 3 by Vicky Zhou.
Although VR technology can provide an ideal learning and application environment for learners’ language skill acquisition, the learning performance of different types of learners in virtual environments and differences in their knowledge transfer ability from the virtual to the real environment still need further discussion. In addition, the cognitive style and test environment have an impact on the effect of 技术可以为学习者的语言技能习得提供理想的学习和应用环境。不同类型学习者在虚拟环境中的学习表现以及他们从虚拟环境到现实环境的知识转移能力的差异还需要进一步讨论。此外，认知方式和测试环境对基于VR-based oral learning.的口语学习效果有影响。
- virtual reality
- VR-based training and testing system
- cognitive style
- learning achievement
- 虚拟现实
- 基于VR的训练和测试系统
- 认知风格
- 学习成绩
- 英语口语学习
1. Introduction一、简介
Education is the central element of sustainable development, along with other relevant indicators within the Sustainable Development Goals. In a global community with more than 6000 languages, one of the impediments to a unified education for sustainable development is a lack of communication across linguistic and cultural boundaries [1]. Some scientists and educationalists in the area of language teaching think that the universities should integrate foreign language education into their curriculum in order to enable future professionals to cope with issues of sustainable development in their work and to reinforce the sustainability competencies of students [2]. Therefore, if we want to realize the sustainable development of individuals and even society, we must focus on language education. Language learning is a complex subject focusing on real application. Learners need to go through a long and complex learning process, especially for spoken English learning. Language learning is not a cognitive activity that is isolated from context and language use, but is more of a social interaction activity which takes place in real social language situations. The linguist Atkinson (2002) believed that the social attribute of language in language learning is reflected in the practicality of language [3]. People can convey, construct and express their thoughts, feelings, behaviors, identity and other information and states via language, and language communication and expression must also be based on a certain social environment. Krashen (1982) stressed that context can promote the acquisition of comprehensible input for language learners and can influence learners’ language learning, and has a great influence on language learning effects [4]. Therefore, the influence of context on language learning has become a hot issue in the field. However, previous language learning environments were usually located in the classroom and were based on text and audio materials, which failed to bring the learners a more realistic and intuitive learning experience. Today, the application of technology can break down the barriers of the classroom, thus providing learners with a more diverse and richer application environment. Virtual reality technology is a three-dimensional simulation technology used to create a virtual learning environment and promote learners’ skill acquisition. It can provide learners with a more diversified and rich language application environment.教育以及可持续发展目标中的其他相关指标是可持续发展的核心要素。在拥有 6000 多种语言的全球社区中，实现可持续发展统一教育的障碍之一是缺乏跨越语言和文化界限的交流 [ 1 ]。一些语言教学领域的科学家和教育家认为，大学应该将外语教育融入课程中，使未来的专业人士能够在工作中应对可持续发展的问题，增强学生的可持续发展能力[ 2]。]。因此，要实现个人乃至社会的可持续发展，就必须重视语言教育。语言学习是一门注重实际应用的复杂学科。学习者需要经历一个漫长而复杂的学习过程，尤其是口语学习。语言学习不是孤立于语境和语言使用的认知活动，而是更多地发生在真实的社交语言情境中的社交互动活动。语言学家Atkinson (2002)认为语言在语言学习中的社会属性体现在语言的实用性上[ 3]。]。人们可以通过语言来传达、建构和表达自己的思想、感情、行为、身份等信息和状态，语言的交流和表达也必须建立在一定的社会环境之上。Krashen（1982）强调语境可以促进语言学习者获得可理解输入，影响学习者的语言学习，对语言学习效果有很大影响[ 4]。]。因此，语境对语言学习的影响成为该领域的热点问题。然而，以往的语言学习环境通常位于课堂内，以文本和音频材料为基础，未能给学习者带来更真实、更直观的学习体验。今天，技术的应用可以打破课堂的壁垒，从而为学习者提供更加多样化和丰富的应用环境。虚拟现实技术是一种用于营造虚拟学习环境，促进学习者技能习得的三维模拟技术。它可以为学习者提供更加多样化和丰富的语言应用环境。
Since the 1980s, technology has been developing continuously towards the direction of informatization, and fields such as computer-assisted language learning (CALL) and mobile-assisted language learning (MALL) have gradually become the focus of studies on language learning around the world. Language learning has begun to break through theoretical discussion and embark on the stage of the practical application of technology. It has become normal for learners to engage in interactions in order to promote their language learning via computer networks and mobile devices. For example, in the work of Hung, Young and Lin (2015), compared with the traditional classroom environment, the game-based teaching environment that they created with mobile devices achieved better teaching effects [5]. Besides, students not only maintained relative independence during the process of learning, but they also fully reflected on their cooperation. Evseeva and Solozhenko (2015) proposed that students could study in e-learning and classroom environments and could be the subject of learning [6]. In the learning process, students’ autonomy is improved and, finally, good learning results are achieved. Although these technologies have created good learning conditions for language learning, in the long run, there are still some problems, such as the single activity form, insufficient restoration of the environment and situation, and insufficient application of strategies. Therefore, we should not only provide a platform for communication, cooperation, recording and analysis, but also provide learners with a real social environment experience, so as to give full play to language learning. Virtual reality (VR) technology can break the limitations of traditional technology and create a more ideal language learning environment, which mainly benefits from immersion and the presence of the VR technology.20世纪80年代以来，技术不断向信息化方向发展，计算机辅助语言学习（CALL）和移动辅助语言学习（MALL）等领域逐渐成为世界各国语言学习研究的热点。语言学习开始突破理论探讨，走上技术实际应用的阶段。学习者通过计算机网络和移动设备参与互动以促进他们的语言学习已成为常态。例如，在 Hung, Young 和 Lin (2015) 的工作中，与传统课堂环境相比，他们利用移动设备打造的游戏化教学环境取得了更好的教学效果 [ 5]]。此外，学生在学习过程中不仅保持了相对的独立性，而且在合作上也得到了充分的体现。Evseeva 和 Solozhenko (2015) 提出，学生可以在电子学习和课堂环境中学习，并可以成为学习的主体 [ 6]]。在学习过程中，提高了学生的自主性，最终取得了良好的学习效果。这些技术虽然为语言学习创造了良好的学习条件，但从长远来看，仍存在活动形式单一、环境和情境还原不充分、策略应用不足等问题。因此，我们不仅要提供交流、合作、记录和分析的平台，还要为学习者提供真实的社会环境体验，才能充分发挥语言学习的作用。虚拟现实（VR）技术可以打破传统技术的局限，创造更加理想的语言学习环境，这主要得益于VR技术的沉浸感和临场感。
Some studies have found that good outcomes can be achieved by using technology to create virtual environments which promote language learning. For example, Ebert, Gupta and Makedon (2016) explored the possibility of realizing language acquisition by constructing Ogma’s VR system, and found that VR technology has a potential promoting effect on language acquisition in comparison with traditional learning methods [7]. By using interactive VR tools to support Chinese learners’ language learning, scholars found that the virtual environment not only provided real situations for learners, but also stimulated learners’ interest in the target culture, which was conducive to promoting the language learners’ cross-cultural communication [8][9]. Although VR technology can provide the necessary social context for language learning, the influence of social culture and background on the practical application of language cannot be ignored. The ultimate goal for learners lies in the practical application of language, but most studies have aimed at verifying whether VR can promote language learning, while ignoring whether learners’ learning outcomes can achieve a smooth transfer from virtual learning to real application and the factors affecting such a transfer. From the perspective of learners’ cognitive style, this study explores the internal characteristic factors that influence learners’ learning outcomes, and significantly focuses on the application effect of language learners transferring virtual language learning outcomes to reality.一些研究发现，通过使用技术创建促进语言学习的虚拟环境可以取得良好的效果。例如，Ebert、Gupta 和 Makedon（2016）探索了通过构建 Ogma 的 VR 系统来实现语言习得的可能性，发现 VR 技术与传统的学习方法相比对语言习得具有潜在的促进作用[ 7 ]。学者们通过使用交互式虚拟现实工具支持汉语学习者的语言学习，发现虚拟环境不仅为学习者提供了真实的情境，而且激发了学习者对目标文化的兴趣，有利于促进语言学习者的跨文化交流。沟通 [ 8 , 9]。VR技术虽然可以为语言学习提供必要的社会语境，但社会文化和背景对语言实际应用的影响也不容忽视。学习者的最终目标在于语言的实际应用，但大多数研究都着眼于验证虚拟现实是否能促进语言学习，而忽视了学习者的学习成果能否实现从虚拟学习到实际应用的平滑过渡以及影响这种学习的因素。一个转移。
2. Language Learning Supported by Virtual Reality
2. 虚拟现实支持的语言学习
It is normal that the development of information technology delivers benefits to education and learning activities. The development and creation of context and interaction are the key elements of the development of technology-supported language learning. With the continuous update of various technologies, mobile learning and VR technologies stand out from many information technologies and have become important technical and research tools for language learning [9][10]. However, some researchers have suggested that the convenience of digital devices not only helps learners to achieve the goal of “studying in any place and at any time,” but also leads to the risk that learners may become addicted to social media and digital devices [11]. In addition, relevant research has shown that language learners can have higher learning motivation in a familiar and real environment [12]. As a result, VR technology provides an effective way for language learners to experience richer and more realistic language scenes, especially for spoken language learners from non-English-speaking countries. Language learners need to conduct training in and application of the target language environment, and use their experience to master spoken English language skills. The interactivity and immersion provided by VR technology to virtual situations can meet the environmental and situational needs of language learning [13][14]. With the support of high-performance computers, it can generate a simulated three-dimensional environment and bring learners multi-channel sensory stimuli, such as the visual sense, auditory sense and the sense of touch, and realize natural interaction modes, such as voice interaction, tactile interaction, gesture interaction and multi-channel interaction. It can realize interaction, cooperation, creation and immersion, and enhance learners’ perceptions of the environment [15]. Therefore, it has great potential and value in the field of education, which is conducive to creating a more ideal learning environment for language learning. According to the level of immersion, virtual reality can be divided into three types. Among them, desktop VR technology is the most widely used in language learning research, which is called non-immersive VR. Many studies have proved the effectiveness of desktop VR in language learning, showing that it can improve learning motivation and achievement [16], develop cognitive abilities [17] and facilitate completion of complicated foreign language learning goals in collaboration [18]. In contrast, researchers have rarely used immersive VR. Regarding CAVE-style VR, one example is the study of Urun, Aksoy and Comez (2017) [19], which used a large interactive display screen and a Kinect device to build a CAVE-like VR environment, and achieved the goal of learning words through game-based learning. Regarding headset VR, a typical case is a study which confirmed that the Oculus Rift can provide the most ideal interaction experience, generate a sense of real existence and contribute more to the development of language learning in comparison with a desktop VR system [20].信息技术的发展为教育和学习活动带来好处是正常的。上下文和交互的开发和创建是技术支持的语言学习发展的关键要素。随着各种技术的不断更新，移动学习和VR技术从众多信息技术中脱颖而出，成为语言学习的重要技术和研究工具[ 9 , 10 ]。然而，也有研究人员提出，数字设备的便利性不仅有助于学习者实现“随时随地学习”的目标，而且还导致学习者可能对社交媒体和数字设备上瘾。11]。此外，相关研究表明，语言学习者在熟悉、真实的环境中可以有更高的学习动机[ 12 ]。因此，VR技术为语言学习者提供了一种有效的方式来体验更丰富、更真实的语言场景，尤其是对于来自非英语国家的口语学习者。语言学习者需要在目标语言环境中进行训练和应用，并利用他们的经验掌握英语口语技能。VR 技术为虚拟情境提供的交互性和沉浸感可以满足语言学习的环境和情境需求 [ 13 , 14 ]]。在高性能计算机的支持下，可生成模拟三维环境，为学习者带来视觉、听觉、触觉等多渠道感官刺激，实现语音等自然交互方式交互、触觉交互、手势交互和多渠道交互。可以实现互动、合作、创造和沉浸，增强学习者对环境的感知[ 15]]。因此，它在教育领域具有很大的潜力和价值，有利于为语言学习创造更理想的学习环境。根据沉浸感的高低，虚拟现实可以分为三种类型。其中桌面VR技术在语言学习研究中应用最为广泛，称为非沉浸式VR。许多研究证明了桌面虚拟现实在语言学习中的有效性，表明它可以提高学习动机和成就[ 16 ]，发展认知能力[ 17 ]，促进协作完成复杂的外语学习目标[ 18]]。相比之下，研究人员很少使用沉浸式 VR。关于CAVE-style VR，一个例子是Urun, Aksoy and Comez (2017) [ 19 ]的研究，利用大型交互式显示屏和Kinect设备搭建了一个CAVE-like VR环境，达到了学习的目的通过基于游戏的学习单词。关于头戴式VR，一个典型案例是一项研究证实，与桌面VR系统相比，Oculus Rift可以提供最理想的交互体验，产生真实的存在感，对语言学习的发展贡献更大[ 20 ]。
Although the promoting effect of VR technology on language learning has been confirmed by relevant studies, researchers believe that in language learning, immersive VR has more advantages than desktop VR, which can provide more channels of sensory stimulation and create a more realistic and ideal learning environment [21]. In addition, headset VR can also provide multi-channel interaction, which can make the presentation of non-verbal information more expressive [22]. However, the application of immersive VR technology in language learning has just been launched and there is still a great deal of room for further research. The language learning activities of the current research were carried out with the support of headset VR technology. On the one hand, it pays attention to the importance of scene construction; on the other, it also explores the learning effect of learners’ language skill training.虽然VR技术对语言学习的推动作用已被相关研究证实，但研究人员认为，在语言学习方面，沉浸式VR比桌面VR更具优势，可以提供更多的感官刺激渠道，创造更真实、更理想的学习环境。 [ 21 ]。此外，头戴式VR还可以提供多渠道交互，可以让非语言信息的呈现更具表现力[ 22]]。然而，沉浸式VR技术在语言学习中的应用才刚刚起步，还有很大的研究空间。当前研究的语言学习活动是在头戴式 VR 技术的支持下进行的。一方面，重视场景建设；另一方面，也探讨了学习者语言技能训练的学习效果。
