RESUMEN
Virtual Reality technology has garnered increasing attention and utilization within language education. The research explored the multifaceted challenges and opportunities L2 educators encounter in Iran when integrating VR technology into language instruction and when focusing on educators' perceptions of VR technology and the training gaps they identify. The researchers adopted a qualitative case study design. The selection of cases involved purposive sampling. The study included a total number of 23 L2 educators from language institutions in Iran. In the current study the researchers administered a qualitative case study design, focusing on the experiences of educators in real-world settings where VR technology was being used or considered for language instruction. Research findings reveal that educators encounter significant training gaps related to VR technology, emphasizing the critical need for comprehensive training programs. The implications of this study underscore the importance of equipping educators with the knowledge and skills required to harness VR's potential for enhancing language instruction. Training programs should encompass technical proficiency, pedagogical competence, administrative navigation, collaborative learning, alignment with learning goals, and ongoing professional development. By addressing these multifaceted needs, institutions and organizations can empower educators to leverage VR effectively, fostering engaging and effective language learning experiences for students.
RESUMEN
The present research study aimed to investigate the psycholinguistic aspects of interlanguage (IL) variability in English as a second language learners from Iran. Three morphological forms were specifically examined in this study: the plural "-s," past tense forms, and present tense forms. In order to investigate the learners' cognitive processes, the researchers used a mixed-method approach, combining qualitative semi-structured interviews with quantitative analysis of written task performance. Under various task conditions, learners exhibited two opposing patterns of IL variability (increasing and decreasing) in their morphological forms. Various degrees of accuracy were noted for every kind of morpheme. Different students allocated their attention differently to form and meaning in both under pressure and relaxed task environments. The observed variations could have been caused by limited working memory and attention capacity in addition to L1 transfer. The research indicated that the field of second language acquisition could benefit from an explanatory approach to comprehend IL variability from the learner's perspective. It provides recommendations for larger-scale research projects in a variety of educational contexts, along with pedagogical implications.