Google Earth Virtual Reality and expository writing for young English Learners from a Funds of Knowledge perspective

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.

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