Google Earth Virtual Reality and expository writing for young English Learners from a Funds of Knowledge perspective
Author ORCID Identifier
Computer Assisted Language Learning
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.
English learners, expository writing, Funds of Knowledge, Google Earth, Virtual reality
Chen, Yan; Smith, Thomas J.; York, Cindy S.; and Mayall, Hayley J., "Google Earth Virtual Reality and expository writing for young English Learners from a Funds of Knowledge perspective" (2020). NIU Bibliography. 412.
Department of Educational Technology, Research and Assessment (ETRA)