Developing the Preparatory Students’ Critical Writing through Virtual Reality Environmental Context

Abstract

The purpose of the present study was to investigate the effectiveness of using virtual reality goggles as a virtual context in developing the preparatory school students’ critical writing. Participants of the present study were 30 preparatory school stage students (N=30). The researcher used a pre/posttest to examine the participants’ critical writing and a critical writing checklist. A virtual reality goggles program was administered to the participating students in the summer vacation of the school year 2017-2018 at El Masria Integrated International School in 10th of Ramadan city, El Sharqia. Administration lasted for 90 days. Results proved that the

program was effective in developing the participating students’ critical writing abilities and writing appropriateness as well. Pedagogical implications and recommendations, as well as suggestions for further studies were provided.