Immersive Language Learning for Specific Purposes in Higher Education: Preparing Students for Real-World Challenges

Firstly, quantitative data were collected from pre- and post-questionnaires from Irish and Spanish students, with Likert scale items ranging from 7 (“Completely agree”) to 1 ( “Completely agree”). The qualitative data were collected through the reflections from Irish students’ blogs. The total number of reflections obtained from the 21 students enrolled in the course were 63. Three interviews were conducted with the Irish students after their participation in the VE and the completion of their subsequent internships. The qualitative data collected from the blogs and interviews were analysed through thematic analysis via NVivo 14.首先，研究通过爱尔兰与西班牙学生的前后测问卷采集定量数据，问卷采用李克特量表（Likert scale）计分，分值区间为7分（"完全同意"）至1分（"完全同意"）。质性数据则通过爱尔兰学生的博客反思内容采集。修读本课程的21名学生共计产出63篇反思文本。在爱尔兰学生参与VE并完成后续实习后，研究人员对其开展了3次访谈。最终，研究借助NVivo 14软件，采用主题分析法（thematic analysis）对博客与访谈采集的质性数据进行编码与分析。