Abstract:

Literacy relies on reading fluency, which involves accurate word recognition, automaticity, and prosody (Rasinski, 2006). In education, poor fluency can hinder comprehension, as excessive cognitive energy is needed for word decoding (Rasinski, 2006). Many students struggle to obtain adequate fluency in their native language, let alone in second languages (L2), where an increased amount of cognitive energy is associated with reading (Nation, 2009; Ostovar-Namaghi et al., 2015p). Despite its importance, the misconception in L2 education persists that fluency naturally develops alongside language proficiency, leading to its neglect in the classroom (Ostovar-Namaghi, 2015; Gorsuch & Taguchi, 2008; Nation, 2009).

Effective training methods, such as repeated reading (RR) and assisted reading (AR), can be monotonous and struggle to engage students (Grabe & Stoller, 2011). Reader's theater (RT) provides a diversified approach, incorporating RR and AR, involving reading in various social forms (Worthy & Prater, 2002; Young & Rasinski, 2017). The training culminates in a play, where students read from a visible script (Drew & Pedersen, 2010). RT aims to embed reading practice in a meaningful scenario, fostering comfort in reading aloud, and cultivating a love for reading.

While RT has proven effective for L2 reading fluency, including vocabulary growth, motivation, and comprehension (Drew & Pedersen, 2010; Lo et al., 2021), it faces challenges such as limited resources and the inability to track students’ reading outside class. To address this, a digital learning environment utilizing virtual reality (VR) is in development. This design is grounded on a pilot study we conducted in 2023 (Peschke et al., 2023). The study showed significant acceptance and motivation and provided relevant information on 3D platform use, aesthetics, interaction, and implementation possibilities in school settings. These insights were incorporated into an improved virtual learning environment for RT, aiming to complement traditional RT at home and in the classroom, reducing associated time and effort. The tool targets learners of L2 English transitioning from primary school to secondary school. The research project uses Design-Based Research, dividing the development of the VR environment into three macrocycles which aim at assessing:
1) functionality,
2) user and learning experience,
3) acceptance.

The ultimate goal is to derive design principles for VR RT, facilitating the training of reading fluency in English as an L2. As of now, the project is on the verge of its second testing phase, following several usability tests which aimed at evaluating the functionality of the environment as well as user motivation. An initial review of the first testing phase indicates that VR RT appears highly motivating. This lays the foundation for another round of upcoming usability tests with the target group in which usability as well as learning experience are in the focus. In the presentation, results from a second round of evaluations (usability, acceptance) and derived conclusions will be presented.

Keywords:

Virtual reality, reading fluency, foreign language learning, reader's theater.