The PEDAGOGICAL STRATEGIES WITH IMMERSIVE TECHNOLOGIES FOR TEACHING AND LEARNING THE JAPANESE LANGUAGE

Olena Gayevska; Nataliia Soroko

doi:10.33407/itlt.v92i6.5133

Vol. 92 No. 6 (2022), ICT and learning tools in the higher education establishments

Vol. 92 No. 6 (2022)

The PEDAGOGICAL STRATEGIES WITH IMMERSIVE TECHNOLOGIES FOR TEACHING AND LEARNING THE JAPANESE LANGUAGE

ICT and learning tools in the higher education establishments

Published 2022-12-30

Olena Gayevska⁺⁻
Nataliia Soroko⁺⁻

Olena Gayevska

Taras Shevchenko National University

https://orcid.org/0000-0001-6850-8757

Nataliia Soroko

Institute for Digitalisation of Education of the NAES of Ukraine

https://orcid.org/0000-0002-9189-6564

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Keywords

immersive technologies
augmented reality
virtual reality
Japanese language learning
intercultural communication
pedagogical strategies

How to Cite

[1]

O. Gayevska and N. Soroko, “The PEDAGOGICAL STRATEGIES WITH IMMERSIVE TECHNOLOGIES FOR TEACHING AND LEARNING THE JAPANESE LANGUAGE”, ITLT, vol. 92, no. 6, pp. 99–110, Dec. 2022, doi: 10.33407/itlt.v92i6.5133.

Abstract

The article addresses the choice of pedagogical strategies for application of immersive technologies in foreign language teaching and learning, using the Japanese language as an example. The authors defined and substantiated the main pedagogical strategies using immersive technologies: inquiry-based approach, project-based learning, mixed learning, flipped learning, mobile learning, game learning, joint learning, and independent learning. A study was conducted on the aspects of application of immersive technologies by 3^rd year students of the Education and Research Institute of Philology of the Taras Shevchenko National University of Kyiv during their educational projects. The students’ attitude to pedagogical strategies using augmented and virtual reality was analyzed. It has been determined that it is difficult for students to apply these technologies, because they do not have enough experience of using them in language learning. Nevertheless, these tools significantly help them in the formation and development of research skills, digital competence, expand their ability to use information and communication technologies in learning Japanese. In our further research, we plan to actively implement augmented and virtual reality in the teaching of the Japanese language to students using basic pedagogical strategies, especially through the inquiry-based approach and project-based learning, combined with other applicable pedagogical strategies - such as blended learning, flipped learning, mobile learning, game-based learning, collaborative learning and self-directed learning.

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